Academic Achievement Of Medical Students Research Articles

MEDICAL STUDENT’S ACADEMIC ACHIEVEMENT BETWEEN FIRST AND SECOND YEAR: A SINGLE-INSTITUTION CASE REPORT

Background: Difficulties in achieving good academic achievement of medical student in early year is a concerning issue. Medical students may experience failure due to many factors. These factors may came from the students (internal) or from environment (external). Self motivation, time to have social media, and watching televition are example of internal factors. Meanwhile method of teaching learning, study environment, and family condition are example of external factors. Aims: To identify factors that influence academic achievement of medical students of Universitas Surabaya (Ubaya). Case discussion: This study used questionnaires to identify factors that influence academic achievement. The study conducted in 90 students. Academic achievement between first and second year was compared. Data was analized using t test comparative mean for significancies with α 0,05. The factors studied were sex, father’s education, mother’s education, duration for study, duration of having social media, duration for team work, duration for hobbies, special relationship with friend, routine supply of living cost, sufficiency of living cost, personal interest to medical faculty, and chose medical faculty as parents’s advice. Among the factors that influence academic achievement of medical students, being a woman and having personal interest to medical faculty were significantly influence academic achievement of medical students of Ubaya. Conclusion: Being a woman and having personal interest to medical faculty were significantly influence academic achievement of medical students of Ubaya.

Correlation Between the E-learning Attitude and Academic Achievement of Medical Students in Clinical Levels

Background: E-learning is an essential application of information and communication technology, which is emphasized in facilitating teaching-learning activities and the use of online resources. Objectives: The present study aimed to investigate the correlation between e-learning attitudes and academic achievement in medical students. Methods: This cross-sectional study was conducted on 154 residents, interns, and clerkships at Shahid Beheshti Hospital in Kashan, Iran in 2020. Data were collected using two standard questionnaires, and the students' grade point average (GPA) was considered as their academic achievement. Data analysis was performed in SPSS version 26 using descriptive statistics (frequency tables) and inferential statistics (independent t-test, ANOVA, and correlation-coefficient) at the significance level of P ≤ 0.05. Results: The students’ attitude toward e-learning was considered favorable with the score estimated at 77.5. However, the students’ attitude toward e-learning had no significant correlation with their academic achievement (P = 0.169). Conclusions: Given the satisfaction of the students with e-learning, we could use the capacities and strengths of e-learning to ensure the quality of learning in medical education. Furthermore, these capacities could be employed to overcome the barriers and limitations of traditional education, especially during the COVID-19 pandemic.

COVID’S Impact on Medical Students’ Performance

Objective: To find out the impact of COVID-19 on the mental health of medical students and its repercussions on academic achievement. Methodology: Present cross-sectional study was carried out amongst the medical students of Islamabad, Karachi, and Lahore. A sample size of 123 medical students filled a questionnaire-based survey of 21 questions, which were specifically designed to find the relationship between COVID-19, mental health, and its effect on medical education. The data was analyzed using SPSS version 23. Results: Out of all the participants, 70.7% received their education online. 67.6% had a negative impact on their mental health during the pandemic, and 26.8% had a mixed response of both positive and negative impacts. A total of 80.5% of students documented that their learning experience worsened over the last two years, and 48.8% of participants had a poor academic performance. 26.8% of the medical students experienced mixed academic performance, showing both improvements and decline. Out of the 26.8%, 45.4% of the students experienced challenges adapting to the new medium of learning, and 54.6% had reduced motivation and focus. There is a strong association between mental health and academic prowess, and the new medium of learning, lack of motivation, and declined focus are contributing factors to poor academic performance. Conclusion: It can be concluded that there is a strong relationship between mental health, learning experience, and academic achievement in medical students. The pandemic and isolation led to increased levels of mental stress, which then affected medical studies. For the majority of the students, there was a decline in mental health, academic learning, and academic performance. Keywords: COVID-19, mental health, stress, medical students, pandemic

The Determinants of Academic Achievement in Medical Students: a Cross-Sectional Designed Multifactorial Approach

Objective: Medical students have a heavy academic burden, hence, various factors can directly and easily affect their academic performance. In this study, we aimed to investigate the effects of hemoglobin levels, body composition, nutritional status and physical activity on academic achievement in medical students.
 Methods: 121 students (69 males, 52 females) participated in the study. Body compositions were recorded; data concerning nutritional habits, food consumption frequency and physical activity was obtained using a survey. The hemoglobin and hematocrit values measured in the physiology practice were recorded and the scores obtained from the committee exam were considered as academic achievement criteria.
 Results: Female students were found to be more successful than males (p=0.012). Smokers (p=0.007) and sugary-beverage consumers (p=0.022) were also more unsuccessful. Males who did not consume coffee daily were more successful than those who did (p=0.015). Additionally, males with moderate physical activity levels were more successful than those who had low physical activity levels (p=0.04). Furthermore, there was a moderate positive correlation between academic achievement and sedentary behavior (p˂0.05, r=0.265).
 Discussion: Based on our findings, we determined that smoking, coffee and sugary-beverage consumption may negatively affect academic success in medical students. Studying theoretical lessons daily for a sufficient period and getting moderate physical activity in leisure time can be recommended as tools for medical students to increase academic achievement.

Development and Validation of an Emotional Intelligence Test for Medical Students

Aims: Emotional intelligence is an important ability that has to be fostered among medical professionals. To foster an ability, it has to be assessed. The tests/tools already available are culture-sensitive and context-sensitive. Hence there is a need to develop a test to assess the emotional intelligence abilities of medical students. This paper describes a multiphase study in which an instrument was developed to assess the emotional intelligence of medical students.
 Study Design: The study was done in four phases. The first three phases were to develop the instrument and establish its reliability and validity. The fourth phase was to demonstrate the predictive validity of the developed instrument.
 Place and Duration of Study: A private teaching hospital in South India; Two years.
 Methodology: In the first phase, the emotional challenges of medical students (n =55) were understood to develop the situations for the situational judgment tests. In the second phase, the instrument was developed with 38 items contributing to the constructs of EI. In the third phase, a pilot study was conducted, in which the developed tool was administered on a sample of 150 medical students. The data was used to verify the content validity, construct validity, internal consistency reliability (0.8), and predictive validity. In the fourth phase (n = 102) the test-retest reliability (with a ten-month interval between the tests) and the predictive validity (established by studying the association between EI measured with the tool and the academic performance of respondents) of the purified instrument were studied.
 Results: A tool to assess the EI of medical students was developed. The tool demonstrated test-retest reliability (0.6) and predictive validity (r = 0.29; P < .01).
 Conclusion: The tool would provide a premise for the development of training programs and their inclusion in the medical curriculum, which in turn would yield medical professionals who can deliver enhanced patient care. The study also showed the impact of EI on the academic achievement of medical students and hence their knowledge and skills will also be improved by including EI in their curriculum.

Reflection-based Whole-batch Discussion (RWD) as a Tool for Learning Proficiency Enhancement at Faculty of Medicine, Universiti Sultan Zainal Abidin in Malaysia: Toward Curriculum Development

INTRODUCTION: Different approaches have been endeavoured by medical educationists to produce high[1]standard graduates from medical school, including collaborative group discussions and reflective practice (RP) assignments. The current study aimed to evaluate the outcome of teacher-led whole batch discussion following RP tasks given to the students. The overall teaching approach is referred to as “Reflection-based whole-batch discussion (RWD)”. MATERIALS AND METHODS: One hundred twenty-two medical students who attended the haematology course at the University Sultan Zainal Abidin were recruited into this study over 2 academic years. The first batch of students (n=61) was unexposed to the RWD intervention (RWD-unexposed) while the second batch from the following academic year (n=61) was exposed (RWD-exposed) to the intervention. Students adhered to the guidelines given by the instructor pertaining to the reflective practice (RP) before the sessions. A weekly RWD session was conducted where the instructor-led a dually interactive forum to discuss students’ mistakes and misunderstandings as reflected within their write-ups. Exam results from both RWD-exposed and the RWD[1]unexposed students were compared using the student t-test. RESULTS: The mean scores of students’ results were significantly higher among RWD-exposed students compared to RWD-unexposed students in their essay questions and objective structured practical exam questions (p<0.01). However, RWD-exposed students scored significantly lower than the RWD-unexposed < 0.01). However, RWD-exposed students scored significantly lower than the RWD-unexposed student's group in multiple true and false (MTF) questions. CONCLUSION: Implementing RWD is a promising teaching strategy in improving the academic achievement of medical students especially in answering essay questions. MTF questions format may be an incompetent tool for evaluating the impacts of new teaching strategies and therefore medical educationists recommended efficient alternative assessment tools such as OBA and EMQ for the sake of curriculum development in medical institutes.

Relationship between IQ and academic performance of medical students.

Objective: The objectives of this study were to find the correlation among the intelligence and academic achievement of MBBS students and to see if the correlation differs between boys and girls. Study Design: Cross Sectional Study. Setting: Ameer Ud Din Medical College / PGMI Lahore. Period: 1st January 2019 to 31st January 2019 Material & Methods: A total of 100 second year MBBS students volunteered to participate (46 males and 54 females). Modified Wechsler Adult Intelligence Scale (WAIS) was used to access the IQ of students. Previous academic records of the students before their admission in medical college and written and oral test marks of second year MBBS students during the year were used for measuring academic achievements of students. The results were analyzed by spearmans correlation, Independent t test and Mann Whitney U test. Results: A statistically significant difference (p = 0.04) between IQ of boys and girls was found with males having mean IQ of 97.4±22.7 as compared to females 89.3±15.5. No significant difference was observed in academic achievements of male and female students. Correlation of IQ with academic achievements was also non-significant. Conclusion: Although males have higher IQ but it has no relationship with academic achievement of medical students. Hard work of the students with average or low IQ could be the reason that there was no difference in the academic achievement when they were compared with the students having higher IQ.

Health-promoting lifestyle and its association with the academic achievements of medical students in Saudi Arabia.

Objective:This study aimed to assess health-promoting lifestyles among university medical students and to investigate whether such lifestyles are associated with students’ academic achievement.Methods:A cross-sectional descriptive investigative study was performed on 576 medical college students of King Saud University (KSU) in March 2019. Data were collected using the Health-Promoting Lifestyle Profile II (HPLP II) scale, which includes six dimensions (health responsibility, spiritual growth, physical activity, interpersonal relationships, nutrition, and stress management). The data were analyzed using descriptive and inferential statistics at a significance level of P < 0.05.Results:A mean score of 3.39 for total health-promoting behaviors was reported. The highest mean score was reported for spiritual growth (3.75) and the lowest was reported for health responsibility (3.23). The mean body mass index (BMI) of the students was 24.9 ± 6.4 kg/m2. An analysis of variance identified an association between a student’s GPA and the spiritual growth dimension (P = 0.014). Based on the Pearson matrix correlation coefficient, there was a statistically significant and positive relationship between the HPLP II dimensions (P < 0.05).Conclusion:Since the HPLP scores were good, there is a need to enhance and promote healthy behaviors in students. The BMI data indicated that one-third of male students were overweight or obese; thus, health program planning, particularly involving physical activity and nutrition, is recommended.

Heart Rate Variability-Measured Stress and Academic Achievement in Medical Students

Objectives: Stress can affect learning and memory in students. Previous studies on stress in students were conducted mainly through surveys. We investigated how heart rate variability (HRV)-measured stress is related to academic achievement in medical students during clerkship. Subjects and Methods: A cross-sectional study was conducted. HRV measurements were performed in 97 third-year medical students during their family medicine clerkship course. Data on written and skilled examination scores of the end of the school year were also collected. We assessed the association between HRV-measured stress and written/skilled examination scores. Results: Written examination scores showed a positive correlation with standard deviation of the normal-to-normal intervals (SDNNs) (r = 0.245, p = −0.016), sympathetic nervous system/parasympathetic nervous system (SNS/PNS) balance (r = 0.218, p = 0.033), and stress index (r = 0.381, p = 0.004). Students with an unhealthy SDNN, a dominant SNS, and a high stress index had higher scores in written examinations than students with a healthy SDNN, a balanced SNS/PNS, and a normal stress index, respectively (p = 0.004, 0.018, and 0.012, respectively). Moreover, skilled examination scores were negatively correlated with BMI (r = −0.249, p = 0.014) and were higher in female students (r = 0.240, p = 0.018). Students with an abnormal autonomic balance diagram (ABD) had a higher score than students with a normal ABD (p = 0.03). Conclusions: This study shows that medical students with higher stress measured by HRV have higher academic achievement, especially in written examinations. Further studies are needed to confirm the results of this study and to assess the long-term effects of HRV-measured stress on medical students.

Prevalence of Academic Procrastination Among Medical Students and Its Relationship with Their Academic Achievement

Background: Procrastination is prevalent among university students and it affects different aspects of their personal and academic life. Objectives: This study aimed to determine the prevalence of academic procrastination among medical students and its relationship with their academic achievement. Methods: This is a cross-sectional correlational study of 317 medical students at Shiraz University of Medical Sciences. To collect the data, we used Solomon and Rothblum academic procrastination questionnaire (1984). The questionnaire’s validity and reliability were confirmed by experts. We used descriptive statistics and inferential statistics (Pearson correlation coefficient, Independent t-test, and one-way analysis of variance) to analyze the data by SPSS version 14. Results: The results showed that 29.25% of the students had academic procrastination (nearly always or always). Moreover, 47.9% of the students stated that academic procrastination at a moderate level had caused a lot of problems for them. There was a significant negative relationship between academic procrastination and academic achievement in medical students (P &lt; 0.01). Male students and those living in the dormitory had higher levels of procrastination than females and those living at home (P &lt; 0.01). Conclusions: The findings of the present study revealed that a considerable number of students had high levels of procrastination, leading to permanent problems and reduced academic achievement.

The quality of sleep and daytime sleepiness and their association with academic achievement of medical students in the eastern province of Saudi Arabia.

BACKGROUND:Sleep is often challenging for medical students because of the considerable amount of learning they have to do. The aim of this study was to identify the patterns of sleep quality and daytime sleepiness among medical students in Saudi Arabia and to identify the possible factors associated with poor quality of sleep and daytime sleepiness.MATERIALS AND METHODS:This cross-sectional questionnaire-based study was conducted at College of Medicine, Imam Abdulrahman Bin Faisal University, Saudi Arabia. The questionnaire included the prevalidated Pittsburgh Sleep Quality Index (PSQI) to measure sleep quality and the Epworth Sleepiness Scale (ESS) to measure daytime sleepiness. Covariates included sociodemographic characteristics and academic performance. Bivariate and multivariate logistic regression analyses were used to obtain adjusted and unadjusted odds ratios (ORs).RESULTS:The sampled population comprised 36.7% males and 63.30% females. The mean global PSQI score was (standard deviation (SD)=4.66), while the mean global ESS score was 8.03 (SD=4.66). Further analysis showed that 80.60% had poor sleep quality and 37.80% of the students suffered from excessive daytime sleepiness. Multivariate regression showed that poor sleep quality was significantly associated with poor academic achievement (adjusted OR = 3.33, 95% confidence interval [CI] = 1.28–8.63). Furthermore, excessive sleepiness significantly increased the odds of poor academic performance (adjusted OR = 4.58, 95% CI = 1.09–20.81).CONCLUSIONS:The results on daytime sleepiness were found to be within the ranges reported worldwide; poor sleep quality was found to be among the highest ever reported. Both sleep quality and daytime sleepiness significantly affect academic achievement.

Predictive value of entrance test with the academic achievement of medical students

A medical student must pass rigorous entrance tests including academic test, academic potential test, health test, and interview test. The test is expected to have predictive value for the academic achievement of students reflected in block test. This study aims to predict the entrance test with academic achievement. This study correlates academic test and academic potential test with block tests in the first semester for student academic year 2018 (n = 106 students). Spearman correlation was conducted to determine the correlation between academic test and academic potential test with block test students in semester 1. There were negative correlations of academic test with block test (-0.254, p<0.05) and positive correlations of academic potential test with block test (0.457, p<0.01) in the first semester. This study shows that the students who have high academic test has lower block test and students who have high academic potential test have a higher block test. The academic potential test can predict the academic achievement of medical students.

The Effect of Teaching Cognitive Strategies on the Academic Achievement of Medical Students

The Effect of Teaching Cognitive Strategies on the Academic Achievement of Medical Students

Metacognitive Awareness and Academic Achievement of Medical Students in Different Medical Colleges of Lahore, Pakistan

Metacognitive Awareness and Academic Achievement of Medical Students in Different Medical Colleges of Lahore, Pakistan

Evaluation of the Educational Environment at a Graduate Medical School in South Korea using the DREEM Questionnaire.

This article was migrated. The article was marked as recommended. We have changed the medical educational environments which included educational curricula, medical staffs, facilities and teaching and learning methods to improve the academic achievement of medical students and to develop good doctors in schools. Medical students have complaints with their educational environments. Dundee Ready Education Environment Measure(DREEM) consists of five domains; students' perceptions of learning, students' perceptions of teachers, students' academic self-perception, students' perceptions of atmosphere. Using DREEM, the overall mean DREEM score of our school was 106.98 and low to that of Korean medical schools and developed countries. Medical students acknowledged that the domains of teachers and academic self-perceptions were positive. Through the students' perception, the changes of the educational environment might be needed continually to get good academic achievement of medical students.

Mobile Phone Addiction and Its Relationship to Sleep Quality and Academic Achievement of Medical Students at King Abdulaziz University, Jeddah, Saudi Arabia.

Adverse effects of Mobile Phone (MP) usage could lead to dependency problems, and medical students are not excluded from it. We aimed to determine the pattern of MP usage, and its relation to sleep quality and academic performance between medical students at King Abdulaziz University (KAU), Jeddah, Saudi Arabia. A cross-sectional study. A multistage stratified random sample was used for selection of 610 participants, during 2016-2017. A validated, anonymous data collection sheet was used. It inquired about the Grade Point Averages (GPA). It included the Problematic Mobile Phone Use Questionnaire (PMPU-Q) for assessing various aspects of cellphone addiction (dependency, financial problems, prohibited and dangerous use). The Pittsburgh Sleep Quality Index (PSQI) was also included. Descriptive and inferential statistics were done. A high frequency of MP usage prevailed among participants (73.4% used it >5 h/day). About two-thirds of participants had poor sleep quality. Females, owners of smartphone for >1 yr, and increasing time spent on MP were associated with MP dependency. Lower academic achievers had significantly worse MP scores on financial problems, dangerous use, and total PUMP. MP dependency was correlated with subjective sleep quality score, and sleep latency. Global PSQI scale was correlated with prohibited MP use. Lower achievers had significantly worse scores on MP financial problems, dangerous usage, and the total PMPU. MP dependency was correlated with poor subjective sleep quality, and sleep latency. Rationale MP usage is needed to decrease the dependency, improve sleep quality, and academic achievement of medical students.

The relationship between personality type and the academic achievement of medical students in a Saudi medical school

Background: The significance of understanding one’s individual personality is crucial to performance in study and at work and to one’s communication with others. This study aims to evaluate the distribution of personality types amongst medical students and to study the relationship between each personality type and academic achievement.Methods: This cross-sectional study was used. Total of 414 medical students from king Abdelaziz university in Jeddah participated. Data was collected by using validated DiSC assessment questionnaire. Data were entered by electronic questionnaire. A chi-square test was used to analyze the data.Results: A total of 148 (36%) students belonged to C personality type. A total of 102 (24%) belonged to D type. The S type was found dominant amongst 127 (31%) students. Finally, 37 (9%) of the students conformed to the I type. A chi-square test was conducted to assess the relationship between academic achievement and DiSC assessment which revealed no significance P value (0.08).Conclusions: The highest percentage of medical students conformed to the C personality type, whilst the lowest percentage showed a tendency toward the I personality type. These results would be helpful for the undergraduate students or high school graduate in which some of them may have the belief that only certain kind of personalities would fit appropriate in the medical field or succeed. We recommend for further studies to be carried out using the DiSC model on students from other specialty rather than medical filed, as engineering, to see their personality type. This may help students in freshman year to choose a specialty that suit their personality type.

Evaluation of Relationship between Academic Motivation and Achievement in Students of Zanjan University of Medical Sciences

Background and Objective: Considering the significant importance of academic achievement of medical students in the improvement of society health, this study aimed to evaluate academic motivation and its relationship with academic achievement. Materials and Methods: This cross-sectional research was conducted on junior students in fields of medicine, dentistry and pharmacy of Zanjan University of Medical Sciences, Zanjan, Iran in 2016. Subjects were selected through convenience sampling and filled Hermans motivation questionnaire. Data analysis was performed in SPSS using Pearsons correlation coefficient and t-test (P less-than 0.05). Results: In this research, 85% of the students were within the age range of 24-26. In total, 53.1% of students were male and 46.9% of them were female. In terms of marital status, 85% and 15% of the participants were single and married, respectively. Moreover, 74.1% of the students had a quota and 25.9% had no quota. Furthermore, 52.4% were living in dormitories and 47.6% were residing in other places. After the evaluation of the medicine, pharmacy, and dentistry students, their academic motivation score was 2.83, 2.87, and 2.86, respectively. According to the results, students residing in places other than dormitories had a higher motivation level, compared to those living in dormitories. Moreover, a significant relationship was observed between motivation and score of basic science GPA. Conclusion: Given the fact that only living in dormitories reduced motivation in students, it is recommended that counseling meetings be held to familiarize students with this type of life and facilities in dormitories be improved to increase the motivation of students residing in dormitories.

Looking at the Impact of the Flipped Classroom Model in Medical Education

ABSTRACTThe objective of this study was to examine the effects of the flipped classroom method on the academic achievement of medical students in the Good Medical Practice Program, collect data on the students’ opinions of this method, and offer solutions to some of the most commonly cited problems in the literature regarding its use. The research design of the study involves a quasi-experimental pretest-posttest design with a control group, and the qualitative research method for answers to follow-up questions. Participants in the study were 38 first-year students from the Faculty of Medicine of Hacettepe University. An academic achievement test and a semi-structured interview form were used as data collection instruments. Findings of the study show that the students taught using the flipped classroom model have higher levels of achievement compared with the students taught using the traditional method. Interviews conducted with the experimental group showed that these students had positive views regarding the flipped classroom method, and it was concluded that solutions offered to deal with the problems, commonly viewed as the disadvantages of the method, were effective.

Influence of Yoga and Meditation on Academic Achievements of Medical Students in Physiology

Influence of Yoga and Meditation on Academic Achievements of Medical Students in Physiology