THE RESEARCH ENVIRONMENT

The data collection for the research study was conducted at the Silliman University Medical
School (SUMS), Dumaguete City.
The Silliman University Medical School (SUMS) is an academic unit of Silliman University
(SU), a first American University in the Philippines and the entire Asian continent established in
1901 as Silliman Institute by the Presbyterian Board of Foreign Missions, in Dumaguete City.
Established on March 20, 2004, the Silliman University Medical School used to hold classes at a
two-storey annex beside the Angelo King Allied Medical Sciences Center inside the SU Campus.
In 2013, the school transferred to its new building. Its partner institution is the Silliman Medical
Center.
The plan to establish what would later be the Silliman University Medical School started on
October 20, 1997 when the first meeting of the Ad Hoc Committee was called. This was attended
by Dr. Jonathan C. Amante, Prof. Reynaldo Y. Rivera, Dr. Brenda Diputado, Dr. Lynn Olegario
and Dr. Erlinda Lim-Juan at the Cunningham Hall. This was a brain-storming meeting, covering
issues on curriculum, physical plant, and other related concerns.
The next day, Dr. Amante consulted with Dr. Fernando Sanchez in Manila, the latter being the
Chairman of the Task Force on Reformation of Medical Education and Executive Director of the
Association of Philippine Medical Colleges (APMC). The outcome of the meeting was reported
to Silliman University President Dr. Agustin A. Pulido, Vice President Academic Affairs Teresita
Sy-Sinda and the members of the Ad Hoc Committee. A series of follow-up meetings transpired
in Manila until November 6, 1997 when the plan to hold a Symposium on Innovative
Medical Curriculum was finalized. The symposium was held at the Cunningham Hall on
November 29, 1997, facilitated by the members of the Task Force and attended by members of
the Silliman University Administration, Ad Hoc Committee, and prospective SUMS faculty
members. After two more meetings in February and April 1998 in Manila of Dr. Amante and Dr.
Sanchez with the Task Force members, Dr. Reyes and Dr. Tantengco, a Workshop on Medical
Curriculum planning was scheduled and was later implemented on April 24-25 1998. This was
followed by a reevaluation meeting in Manila on May 6, 1998.
Meanwhile, the prospective Faculty Teachers Training was started on January 31, 1998 and
almost every Saturday thereafter at the Cunningham Hall. This was conducted by Prof. Reynaldo
Rivera, University Registrar, Dr. Betsy Joy Tan, Dean of the College of Education, and Prof.
Loreta Lachica, Director of the Office of Instruction. The training ended on June 6, 1998.
Subsequently, the University Academic Council endorsed on August 18, 1998 the Silliman
University Medical School Program proposal for opening the following school year 1999-2000.
It was only during the Board Of Trustees meeting on January 11, 2003 that a decision was

reached: to open the new Medical School on the basis of an updated feasibility study and
provided that quality education is maintained.
An updated Feasibility Study was conducted by the 1998 Ad Hoc Committee, together with
VPAA Dr. Everett Mendoza, Internal Auditor Mr. Jenny Chiu and Prof. Reynaldo Y. Rivera. The
results were later presented for re-evaluation to the Board of Trustees on January 31, 2004.
Finally, the Board of Trustees approved the Medical School Program on March 20, 2004. Dr.
Agustin A. Pulido publicly announced the approval during the Silliman University
Commencement Exercises the following day. The Commission on Higher Education approved
the program for School Year 2005-2006, during its 243 rd Commission en banc meeting on April
25, 2005.
The medical school confers a degree in Doctor of Medicine, with a curriculum that is based upon
a combination of both the traditional and innovative strategies. The school is divided into six
specialized departments: the Departments of Basic Sciences, Medicine, Pediatrics, Surgery,
Obstetrics-Gynecology and the Department of Community and Family Medicine.
Source: Wikipedia, Silliman University Website

RECOMMENDATIONS
On the bases of the findings and conclusions, the researchers would like to suggest the following
recommendations for future researchers to improve the structure of the study and to promote its
significance.

A review of the questionnaire formulation is recommended to increase the validity and

reliability.

Proper orientation should be given to the data collectors before the conduction of study to
avoid bias. It is better if all students in the class are present during the data collection.
Although respondents are solely observed without being influenced on how they must
conduct themselves during the duration of this study, they should be instructed and
informed to completely fill out the needed data in the questionnaire during data gathering.
Well informed data collectors and cooperative respondents is the key to successfully data
gathering.

It is recommended that further studies be made on exploring other possibilities that could
affect the academic performance of the freshmen medical students aside from the ones
already explored in this study. The researchers must take into account not only the
number of hours of sleep and study, but as well as the quality of sleep and study in
terms of how well they understood the subject, and other factors that may affect the
academic performance of the medical students.

To ensure the accuracy of results, statistical rigor of this study and to make the conclusion
more generalizable, the researchers recommend replicating the study and obtain a greater
number of participants in the future.

SCOPE, LIMITATIONS AND DELIMITATIONS OF THE STUDY

This study endeavored to determine if there is a relationship between the number of hours of
sleep and academic performance of students. It also aims determine relationship between number
of hours of study and academic performance of the study.
The participants of the study are the freshmen medical students of Silliman University Medical
School in school year 2013-2014 carrying the full load of the required subjects which is
equivalent to 39 units for school year 2013-2014. The research questionnaires will be given to
them at the same time to minimize the chance of bias.
The researchers only consider the number of hours of sleep and study. It does not take into
consideration the quality of sleep and study (in terms how well they understood the subject) of
the students and other factors that may affect their academic performance.
The validity of the study may have been affected by the sample size of only 33 respondents who
completely answered the questionnaire.
Having human beings as respondents, it could not be avoided that the respondent's lack of candor
and may have influenced their manner of answering the questionnaire.