Assessing the Implications of Loadshedding on Academic Workload Management by Preclinical MBChB Students

Abstract

In technology-driven medical education, uninterrupted access to electricity is critical for effective learning and academic workload management. In South Africa, persistent loadshedding poses a structural challenge to higher education, yet its specific implications for preclinical medical students remain underexplored. This study aimed to assess the impact of loadshedding on academic workload management among preclinical MBChB students at the University of the Free State, with particular attention to workload disruption and academic stress. A quantitative descriptive research design was employed using a self-administered questionnaire. The survey was distributed to second- and third-year MBChB students, yielding an 80.6% response rate (N = 315). Quantitative data were analysed using descriptive statistics, while free-text responses were subjected to thematic analysis to contextualise students' lived experiences and coping strategies during loadshedding. More than half of respondents (56.5%) experienced loadshedding in the preceding 12 months, most commonly for two to four hours per episode, one to three times per week. Half of the students (50.5%) reported that loadshedding negatively affected their academic workload management, and 52.4% indicated increased academic stress. Key challenges included disrupted study routines, inability to prepare for lectures, difficulties accessing digital learning platforms, and missed deadlines. Students residing off campus were disproportionately affected, with 43.0% reporting no access to alternative power sources. Thematic analysis identified seven recurring themes: academic disruption, stress and anxiety, digital challenges, time-management difficulties, minimal impact for some students, occasional positive effects, and broader lifestyle disruptions. This study contributes novel empirical evidence on how infrastructural instability intersects with academic workload management in an intensive medical curriculum. The findings highlight the need for institutional strategies that extend beyond emergency power provision to include digital preparedness, flexible academic support mechanisms, and targeted mental-health interventions. These insights have important implications for educational policy and resource planning in loadshedding-prone contexts.