To explore the perceptions of students studying in physiotherapy, medicine, dentistry, and other health sciences programs on the impact of a four-day week on their academic performance using semi-structured interviews.
Twenty-four university students (mean age: 20.95±1.30 years;12 men) studying in physiotherapy, medicine, dentistry, or other health sciences programs participated in semi-structured interviews (lasting ≈20-30 minutes) either face-to-face or online through video conferencing from September to December 2023. All interviews were recorded and transcribed verbatim. The Braun and Clark six phases of thematic analysis were utilized.
The following five themes reflecting the perceptions of students on the four-day week were identified: academic journey, work-life balance, support systems, classroom dynamics, and common stressors of the four-day week. Overall, most students reported enhanced motivation, engagement, and academic achievement following the transition to a four-day week from a five-day week. In addition, a positive work-life balance (with more time for assignments and family and leisure activities during the three-day weekend), improved physical and mental well-being, optimal use of time (for course work and other [personal] commitments), favorable support from faculty and family members, and the same or improved attendance levels were described by most participants. Nevertheless, a minority of students felt that the four-day week imposed condensed schedules and long days, added stress, disturbed their balance between studies and personal life, and lacked adequate support systems to support their four-day week experience.
Overall, the four-day week improved motivation, academic performance, work-life balance, physical and mental well-being, and maintained attendance levels of physiotherapy, medicine, dental, and other health science students. Most students received positive support from faculty and family. However, some experienced challenges related to condensed schedules and stress. These mixed outcomes reveal that while the four-day week has notable advantages, careful consideration and sufficient support are necessary to mitigate the potential setbacks, ensuring that all students can succeed in this new academic framework. Future studies could explore strategies to address these challenges and enhance the four-day week experience for all students.
We found that the four-day week has a positive impact on university students, enhancing their motivation, engagement, and work-life balance. However, a few students encountered increased stress and struggled to balance academic and personal commitments with this model. Universities employing a four-day week model need to improve manual (e.g., student advisors, counselors, etc.) and digital support systems (through a dedicated service desk), amongst others, to help mitigate or alleviate the stressors and enhance the academic performance of students adjusting to this transition from a five-day week.
Students
Work-life balance
