Fear of missing out among Thai medical students and its correlation with depression and smartphone addiction: Implications for educators

Fear of Missing Out (FoMO), the anxiety of being excluded from meaningful experiences, could affect medical students due to their intense academic demands and limited social interactions. This anxiety compels students to remain constantly connected, often leading to excessive social media engagement and feelings of inadequacy through online comparisons. Such behavior disrupts sleep patterns, diminishes academic performance, and heightens stress levels. Addressing FoMO’s impact on well-being is crucial for educators in supporting medical students’ mental health and professional competency. A cross-sectional study was conducted among 355 medical students at a Thai university via validated Thai versions of the FoMO Scale, SAS-SV (Smartphone Addiction Scale), and PHQ-9 (Patient Health Questionnaire) were utilized to assess FoMO, smartphone addiction, and depression, respectively. Demographic data were collected to identify predictive and protective factors. Of the 355 medical students (mean age: 20 years, 58.9% female), participants spent an average of 7.87 hours daily on the internet, including 4.70 hours on social media. The mean FoMO score was 21.67 (SD = 7.51), indicating mild FoMO in most students. The prevalence of smartphone addiction and depression were 24.2% and 34.6%, respectively. Additionally, 71.0% experienced sleep problems, and 30.4% reported low self-esteem. Moderate correlations were identified between FoMO and depression (r = 0.456, p < 0.001) and between FoMO and smartphone addiction (r = 0.558, p < 0.001). Multivariable regression analysis revealed that being in a relationship (p = 0.039) was significantly associated with higher FoMO scores, while occasional exercise (p = 0.037) and higher life satisfaction (p < 0.001) were significantly associated with lower FoMO scores. FoMO correlates with smartphone addiction and depression among medical students. Occasional exercise and higher life satisfaction were associated with lower FoMO, while partnered status contributed to higher FoMO. These findings demonstrate educators should address FoMO by fostering life satisfaction, promoting occasional physical activity, advising students on managing intimate relationships, and establishing healthy boundaries for digital wellness and mental health improvements. Mitigating FoMO may help reduce depression and smartphone addiction, as they are positively correlated. Educators can reduce FoMO by incorporating strategies for personal relationships, exercise, and life satisfaction into medical curricula.