Personality traits and their relationship with stress level and academic performance of medical students

Academic abuse remains a concerning and under-recognized factor affecting medical students' well-being and academic achievement. Empowerment, on the other hand, may mitigate negative experiences and enhance performance. This study aimed to examine the relationship between academic abuse, empowerment, and academic performance among medical students in a Latin American setting. A cross-sectional study was conducted among 255 medical students at a private university in Lima, Peru. Participants were selected using stratified sampling by year of study. Academic performance was assessed using the RAU Scale, academic abuse through the Teacher Abuse Questionnaire, and empowerment using the Instrument of Perception of Empowerment (IPE). A Poisson regression model with robust variance was used to directly estimate prevalence ratios (PR) and their corresponding 95% confidence intervals (95% CI). The model included academic abuse and its dimensions as the main explanatory variables and was subsequently adjusted for sociodemographic and academic covariates (sex, age, nationality, and having failed a subject). Of the participants, 72.2% exhibited adequate academic performance, while 76.5% reported low levels of abuse and over 90% demonstrated high empowerment. Multivariate analysis after adjustment showed that high academic abuse (PR = 0.84; 95% CI: 0.74-0.96; p = 0.011) and female sex (PR = 0.81; 95% CI: 0.69-0.94; p = 0.005) were associated with a lower probability of adequate academic performance, whereas older age (PR = 1.02; 95% CI: 1.00-1.03; p = 0.013), Peruvian nationality (PR = 1.16; 95% CI: 1.02-1.33; p = 0.028), and having failed at least one subject (PR = 1.21; 95% CI: 1.05-1.39; p = 0.008), were associated with a higher probability of adequate academic performance. Academic empowerment did not show a statistically significant association with academic performance after adjustment for covariates. Academic abuse negatively impacts student performance, while empowerment appears to be widespread yet insufficient to fully buffer these effects. Addressing academic mistreatment and fostering a supportive and empowering educational environment should be priorities in medical education reform.

Spiritual intelligence as a predictor of academic performance in medical students: a cross-sectional study.

Introduction: Medical students often face psychological distress affecting their academic performance and well-being. While coping and resilience may buffer this stress, their roles in academic outcomes across different training stages are poorly understood. This study explored how distress, coping, resilience, and learning perception relate to academic performance across semesters. Methods: A cross-sectional study of 677 pre-clinical medical students was conducted in 2024 across Semesters 1, 3, 5, and 7. Standardised instruments measured psychological distress, burnout, resilience, coping, and perceptions of the learning environment. Data were analysed using ANCOVA to compare constructs across semesters. Principal Component Analysis (PCA) and Structural Equation Modeling (SEM) assessed the direct and indirect pathways linking distress to Grade Point Average (GPA). Results: Psychological distress and burnout increased during mid-training while resilience traits such as perseverance and help-seeking consistently decreased. Coping styles remained stable. PCA identified three latent constructs: distress, coping, and resilience. SEM revealed that distress negatively predicted GPA both directly (β = –0.186, p < .001) and indirectly via resilience (β = 0.052, p = .003). Coping was positively associated with resilience (β = 0.412, p < .001), but its effect on GPA was marginal. A multi-group SEM confirmed a consistent relationship across academic semesters. Conclusion: Although the effects were small, psychological distress significantly influenced academic performance, partially mediated by resilience. While coping remained stable, resilience declined and did not recover, highlighting the need for support. Interventions to enhance coping may bolster resilience and improve academic outcomes.

Introduction: Medical students often face psychological distress affecting their academic performance and well-being. While coping and resilience may buffer this stress, their roles in academic outcomes across different training stages are poorly understood. This study explored how distress, coping, resilience, and learning perception relate to academic performance across semesters. Methods: A cross-sectional study of 677 pre-clinical medical students was conducted in 2024 across Semesters 1, 3, 5, and 7. Standardised instruments measured psychological distress, burnout, resilience, coping, and perceptions of the learning environment. Data were analysed using ANCOVA to compare constructs across semesters. Principal Component Analysis (PCA) and Structural Equation Modeling (SEM) assessed the direct and indirect pathways linking distress to Grade Point Average (GPA). Results: Psychological distress and burnout increased during mid-training while resilience traits such as perseverance and help-seeking consistently decreased. Coping styles remained stable. PCA identified three latent constructs: distress, coping, and resilience. SEM revealed that distress negatively predicted GPA both directly (β = –0.186, p < .001) and indirectly via resilience (β = 0.052, p = .003). Coping was positively associated with resilience (β = 0.412, p < .001), but its effect on GPA was marginal. A multi-group SEM confirmed a consistent relationship across academic semesters. Conclusion: Although the effects were small, psychological distress significantly influenced academic performance, partially mediated by resilience. While coping remained stable, resilience declined and did not recover, highlighting the need for support. Interventions to enhance coping may bolster resilience and improve academic outcomes.

The demanding nature of medical training elevates the risk of sleep disruption and may compromise academic performance. At the same time, procrastination is a prevalent self-regulatory difficulty among students that has been independently linked to poorer academic outcomes. Although both sleep quality and procrastination are two critical self-regulatory variables that have been linked to performance, their interplay is not well understood. The present cross-sectional study examined whether procrastination moderates the association between sleep quality and academic performance in medical students. An a priori power analysis indicated that a minimum of 119 participants was required. The final sample comprised 125 medical students (M age = 25.6 years, 54% female). Participants completed self-report measures of sleep quality (Pittsburgh Sleep Quality Index; PSQI), procrastination (Behavioral and Emotional Academic Procrastination Scale; BEPS), and academic performance (composite exam grades). Hierarchical regression analyses showed that poorer sleep quality and greater procrastination were each significantly associated with lower academic performance. In addition, the interaction between sleep quality and procrastination was significant, accounting for an additional 2.7% of variance in performance. The simple slope analysis supported the main hypothesis: the negative association between poor sleep and performance was stronger at higher levels of procrastination, whereas the association was weaker among students with lower procrastination. Though the additional variance was modest (ΔR 2 = 0.027), results may inform evidence-based strategies to support student well-being and success.

Metacognition is the ability to self-regulate and monitor cognitive processes by reflecting on one’s own knowledge. When conceived as a tool to facilitate learning, it should be associated with the principles of andragogy. This study analyzes the impact of metacognition on learning using different teaching methodologies. Participants were divided into four groups of six individuals: active methodology (AM); traditional methodology (TM); active methodology + metacognition (AM+M); traditional methodology + metacognition (TM+M). Each group attended in-person classes, with or without metacognition depending on the group. Learning retention was assessed through objective tests after 30, 60 days, and six months.

Creativity-related cognitive processes and personality traits are not often examined together in educational contexts, particularly when discussing high-achieving subgroups of medical students. This study investigated these predictors of academic performance among high-achieving and typical-achieving medical students within a problem-based learning (PBL) environment of a medical school. Data were collected from 274 Doctor of Medicine students at Arabian Gulf University during the 2024–2025 academic year. Participants completed assessments of convergent thinking (Raven’s Advanced Progressive Matrices and Watson–Glaser Critical Thinking Appraisal), divergent thinking (Alternative Uses Test and Figural Divergent Thinking Test), and openness to experience (NEO-FFI). Students’ grade point averages (GPAs) were obtained from institutional records. Hierarchical regression analyses and moderation tests were performed, controlling for age and sex. Convergent thinking (β = 0.20, p < .001) and divergent thinking (β = 0.25, p < .001) emerged as modest-to-moderate positive predictors of GPA, whereas openness to experience showed a small negative association (β = −0.13, p = .026). Achievement status, defined as high-achieving versus typical-achieving GPA, significantly moderated the effects of both convergent and divergent thinking, such that the academic benefits of higher thinking skills were meaningfully stronger among high-achieving students, while these associations were weaker among their typical-achieving peers. No moderating effect was observed for openness to experience. Convergent and divergent thinking independently enhance academic performance in medical students, with amplified effects for high-achieving students. In contrast, openness to experience was negatively linked with GPA, reflecting the complex interplay between personality traits and structured medical training. These findings underscore the need for medical curricula that balance convergent reasoning with creative problem-solving while considering diverse student cognitive and personality profiles.

Academic performance in medical students is influenced by a wide range of psychosocial variables, including emotional distress, motivation, emotional intelligence, and social support. Understanding how these factors relate to academic outcomes is essential for designing effective educational and mental health interventions. To systematically evaluate the association between psychosocial factors and academic performance among medical students and to identify which determinants show the most consistent evidence across studies. A systematic review was conducted following PRISMA 2020 guidelines. Searches were performed in PubMed/MEDLINE, ScienceDirect, Scopus, and Web of Science for studies published between 2014 and 2024. Observational studies examining psychosocial factors in relation to academic performance were included. Quality assessment was conducted using the Newcastle-Ottawa Scale. Forty-five studies met the inclusion criteria, most of which were cross-sectional. Academic performance was evaluated through GPA/CGPA, examinations, and licensing or OSCE scores. Psychosocial variables assessed included stress, anxiety, depression, motivation, emotional intelligence, resilience, burnout, and social support. Across studies, stress, anxiety, and depressive symptoms showed predominantly negative associations with academic performance (reported in 67-80% of articles addressing these constructs), while intrinsic motivation, resilience, emotional intelligence, and perceived social support demonstrated mostly positive associations (60-85% of relevant studies). Some studies reported null findings, reflecting heterogeneity in measures, populations, and outcomes, or a true null effect. Evidence supports consistent associations between psychosocial factors and academic performance among medical students. Stress and negative emotional states are generally linked to poorer outcomes, whereas motivation, social support, emotional intelligence, and resilience tend to predict better performance. The predominance of cross-sectional designs and varied measurement tools precludes causal inference. Strengthening psychosocial resources may help improve both academic success and well-being among medical students.

BackgroundAccurately predicting academic performance among medical postgraduate students is crucial for understanding educational outcomes and providing effective early academic guidance. Traditional statistical approaches often struggle to balance predictive performance with interpretability, particularly when handling complex relationships among academic and psychosocial factors.MethodsA semi-structured survey was administered to medical postgraduate students at a Chinese medical university, yielding a final sample of 1,091 participants. GPA was dichotomized into two categories: outstanding academic performance (GPA ≥ 80) and non-outstanding academic performance (GPA < 80). Feature selection was performed using the Boruta algorithm. Logistic regression and XGBoost models were developed and evaluated on a held-out test set. Model performance was assessed using the area under the receiver operating characteristic curve, accuracy, and complementary validation metrics. Shapley Additive Explanations (SHAP) analysis was applied to interpret the contributions of key predictors.ResultsBoth models demonstrated acceptable predictive performance. Undergraduate academic achievement emerged as the most influential predictor of GPA classification, followed by selected psychosocial characteristics and foundational academic skills. Shapley Additive Explanations (SHAP) interpretation provided transparent insights into the relative importance and directionality of these predictors.ConclusionThis study presents an interpretable machine learning framework for predicting academic performance in medical postgraduate education. By combining predictive modeling with explainable techniques, the proposed approach supports reliable performance assessment while maintaining transparency, offering a methodological foundation for future research and cautious application in educational analytics.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-026-08741-7.

Understanding factors associated with academic performance in medical students is important for optimizing admission processes and improving medical curricula. This study aimed to examine the associations between cognitive and non-cognitive factors and academic achievement during the preclinical years of medical education. A total of 194 medical students admitted in the academic years 2022 and 2023 at the Faculty of Medicine, Prince of Songkla University, Thailand, were included. Cognitive factors included pre-medical grade point average (GPA), Thai University Central Admission System (TCAS) scores, and cumulative GPA (cGPA) during the preclinical years. Non-cognitive factors, including empathy, emotional intelligence, and social awareness, were assessed by psychiatrists during admission interviews. Academic achievement was defined as passing the Thai National Licensing Examination (NLE). Associations between student characteristics, admission scores, and NLE outcomes were analyzed using the Chi-square test, Fisher’s exact test, Student’s t-test, or Mann-Whitney U test, as appropriate; a p-value of < 0.05 was considered statistically significant. Of the 194 students included in the analysis, 51.5% were male. The median pre-medical GPA was 3.87 (interquartile range [IQR]: 3.72–3.95), while the median preclinical cGPA was 3.31 (IQR: 3.00-3.55). Overall, 89.2% of students passed the Thai NLE. Students who passed the examination had significantly higher preclinical cGPAs than those who failed (p < 0.001). In multivariable analysis, a higher preclinical cGPA was independently associated with increased odds of passing the NLE (adjusted odds ratio [OR] = 1.98; 95% confidence interval [CI]: 1.58–2.70). No significant associations were observed between NLE outcomes and other cognitive factors, including pre-medical GPA and TCAS subject scores, nor with non-cognitive factors such as empathy (p = 0.948), emotional intelligence (p = 0.557), and social awareness (p = 0.887). Preclinical academic performance, as measured by cGPA, was strongly associated with success on the Thai NLE. These findings highlight the importance of preclinical education in preparing students for licensure examinations. Admission performance and non-cognitive traits were not significantly associated with NLE outcomes, which may reflect limitations in the assessment tools employed in this study.

Aim Ensuring a high level of academic performance among students is an important task for higher education systems. This study aims to identify key predictors of academic success, measured by GPA, among medical students. Materials and Methods A cross-sectional study was conducted with the participation of 112 students of the Faculty of Medicine at Al-Farabi Kazakh National University. Data collection was carried out using a questionnaire distributed via Google Forms, which reflected demographic characteristics, indicators of school activity, and measures of quality of life and/or subjective well-being. Multiple logistic regression was used to assess the influence of factors. Results The analysis showed that school performance significantly affects GPA: an increase in the level of school grades increased the likelihood of achieving a high GPA (Exp(B)=2.188, p=0.047). Sleep quality was another significant predictor: a decrease in sleep quality reduced GPA (Exp(B)=0.276, p=0.002). Maintaining a stable standard of living was associated with a higher GPA (Exp(B)=2.030, p=0.033). Factors such as gender, material well-being, and family relationships demonstrated borderline significance, requiring further analysis. Conclusion The results highlight the importance of academic preparation, quality of life, and emotional stability for achieving high academic performance. These findings may serve as a basis for the development of targeted interventions aimed at improving student success, as well as for identifying priority areas in medical education research. BJMS, Vol. 25 No. 01 January’26 Page : 312-316

Background: Prolong exposure or response to emotional and interpersonal stressor at the work place may result in burnout. Likewise, due to intense and demanding circumstances in the course of the curriculum of academic studies, medical students are vulnerable to develop burnout. Objective: To evaluate and compare the hematological and biochemical profiles of ringworm-infected patients with healthy controls at a tertiary care hospital. Methods: It was a cross-sectional study conducted from July 2023 to June 2024 with inclusion of conveniently selected 400 undergraduate medical students from three public and three private medical college in Bangladesh. Data were collected through face-to-face interview using a pre-tested semi-structured questionnaire. Results: The study revealed that studying in fifth year (OR 2.030, 95% CI=1.121-3.676), staying in mess (OR 10.690, 95% CI= 1.330-85.911), and with parent (OR 2.353, 95% CI=1.179-4.696), having inadequate (OR 1.936, 95% CI= 1.016-3.690), &amp; no recreational facilities (OR 5.602, 95% CI= 2.005-15.654), no participation of games and sports (OR 1.746, 95% CI= 1.026-2.971), presence of no student welfare service (OR 1.625, 95% CI= 0.978-2.698), having disturbed sleep pattern (OR 2.401, 95% CI= 1.199- 4.807), use of internet for &gt;6 hours/day (OR 2.589, 95% CI= 1.161-5.772) were important risk factors for the development of burn out in emotional exhaustion domain. In cynicism domain, respondents staying with parent (OR 2.584, 95% CI=1.266- 5.276), inadequate recreational facility (OR 1.820, 95% CI= 0.977-3.390), no recreation al facilities (OR 3.391, 95% CI= 1.242-9.255), use of internet for &gt;6 hours/day (OR 2.694, 95% CI= 1.234-5.881) were important risk factors. Conclusion: The high prevalence of burnout suggests a pressing need for interventions targeted at these specific areas to enhance the well-being and academic performance of medical students. JAFMC Bangladesh, Vol 21, No 2 (December) 2025:3-10

Introduction: The methods and resources used to understand information are considered learning techniques. They constitute the basis of all knowledge and are strongly correlated with the academic performance of students. Those who know and master the techniques are more likely to achieve their educational goals than those who do not. Objective: To evaluate the influence of study strategies on the academic performance of medical students at a private university in Paraguay in 2024. Methodology: The methodological design was observational, analytical, and prospective with a cross-sectional approach. The sample consisted of 82 students enrolled in the basic cycle of the Medicine program at a private university in Paraguay. Results: The greatest predominance among the ages of the students who participated in the study was found between 17 to 25 years representing 67%, the students of the medical career used various learning techniques, among those used by more than 50% of the population studied were reading and summarizing texts and the use of educational videos and digital platforms, although the practice techniques with simulators and oral explanation are those that present a stronger positive correlation. Conclusion: The techniques used by the majority of the student population prove to be not very effective if used alone and according to the participants themselves, they do not generate good academic performance, It is suggested to improve the combination of techniques used to improve academic performance.

Understanding factors associated with medical school academic performance can inform selection and student support. Traditional measures such as high school grades and standardized test scores are incomplete. Emerging data emphasize the importance of age, gender, entrance route, and exam history on academic outcomes. This study explored associations of age, gender, admission route, nationality, and CBSE attempt number with cumulative basic sciences overall grade point average (GPA) and Comprehensive Basic Sciences Examination (CBSE) scores at Tehran University of Medical Sciences, providing insights for optimizing selection strategies and educational interventions. Academic records of medical students from 2019 to 2022 were retrospectively collected. Data from the first 5 semesters (2.5 years) of course grades, cumulative GPAs, and CBSE scores were included in the analysis. We conducted univariate and multivariate analyses to examine associations and predictors. A total of 1727 individual records were analyzed. Repeated attempts at the CBSE were associated with progressively lower GPA (P<0.001) and CBSE scores (P<0.001). The admission route had a significant impact on performance (P<0.001), with highly competitive exam entrants achieving the highest mean GPA and CBSE scores, while non-Iranian students had the lowest. Iranian students outperformed their non-Iranian counterparts in both GPA and CBSE (both P<0.001). Male students achieved slightly higher CBSE scores than females (P=0.011), although there was no gender difference in GPA. GPA exhibited modest variation across entry semesters (P=0.003), while CBSE scores remained consistent. The multivariable analyses revealed that admission route and entry year were the leading independent and consistent predictors of academic performance. Repeated CBSE attempts, admission route, and nationality were associated with academic performance. Highly competitive entrants achieved the highest, while non-Iranian students and repeat examinees showed comparatively lower outcomes. These findings highlight the need for targeted academic support and early intervention strategies to promote equitable achievement among diverse medical student groups.

Introduction: Sleep quality is a relevant determinant of academic performance among medical students, a population exposed to high cognitive and organizational demands. This study describes the sleep profile and its relationship with subjective academic performance. Methods: Cross-sectional study in fifth-year students. The Oviedo Sleep Questionnaire and the RAU Scale (subjective component: contribution to academic activities, study dedication, and organization of learning resources) were administered, along with sociodemographic items. Descriptive analyses, sex comparisons (Mann-Whitney U test), and Spearman correlations between sleep domains and performance subscales were conducted. Results: The sample included 48 students (75% women). Women showed higher levels of hypersomnia, whereas men reported lower subjective sleep satisfaction. No sex differences were found in the RAU subscales. Correlations indicated that poorer sleep (more insomnia/hypersomnia and lower satisfaction) is associated with lower contribution and dedication and greater disorganization of learning resources. Conclusions: Sleep disturbances are related to subjective academic performance in medical students, with sex-specific profiles. Institutional programs on sleep hygiene and study organization may help enhance academic engagement. Longitudinal studies with objective sleep measures and control of psychosocial variables are recommended to clarify causality and underlying mechanisms.

Early stages of medical training are vital to ensure the academic performance of medical students. In conventional medical programs, students tend to be exposed to clinical training in the final years of their studies. However, this strategy has been profoundly reconsidered in recent years, with growing evidence showing that early clinical exposure (ECE) might enhance cognitive and effective learning outcomes for medical students. Nonetheless, there is insufficient information on the particular influence of ECE on medical competencies. Therefore, this systematic review aimed to evaluate the impact of ECE on the competency development of medical students. An online search for potential studies was conducted on five major electronic databases (PubMed, CINAHL, Web of Science, Cochrane Library, and Google Scholar) using keywords related to Early clinical exposure, competency, and medical students. This search was limited to English-written records. Furthermore, studies were included if they involved medical students subjected to ECE during pre-clinical years. Quality appraisal was conducted depending on the study designs, with the MINORS used for non-randomized studies and Cochrane risk of bias for randomized studies. Fifteen studies enrolling 2579 medical students were reviewed. These studies included 1 randomized study, 7 cross-sectional studies, 2 quasi-experimental studies, 1 qualitative study, and 4 non-randomized interventional studies. Data from the included studies revealed that ECE significantly improves the clinical skills of medical students compared to the traditional teaching method. Studies also reported that the majority of medical students agreed (strongly agreed/agreed) that ECE improved their communication skills, problem-solving skills, empathy, professionalism, and confidence to deal with patients. Furthermore, evidence suggests that ECE improves the medical knowledge of students by motivating them to learn and bridging the gap between theoretical knowledge and real-world clinical practice. ECE has the potential to enhance the competency of medical students. Therefore, this systematic review supports the integration of ECE in the undergraduate curriculum to ensure that students acquire the skills needed to provide high-quality patient care. PROSPERO: CRD420251055152.

Background/Objectives: The growing prevalence of mental health problems among medical students is a global concern, with dietary patterns emerging as potential modifiable factors. This study aimed to explore and evaluate whether higher consumption of ultra-processed foods may be associated with greater symptoms of anxiety and depression. Methods: This was an exploratory cross-sectional study integrated into a previous cohort of medical students, conducted based on the guidelines for Strengthening the Reporting of Observational Studies in Epidemiology. Sixty-seven medical students completed a Food Frequency Questionnaire-based index. Dietary patterns and the associations between these patterns and symptoms of anxiety and/or depression were assessed statistically. Results: There were differences in the consumption of unprocessed or minimally processed foods, including fruits, vegetables, legumes and unsweetened juices between groups with/without anxiety or depression (p < 0.05). A higher intake of ultra-processed foods such as pizza, hot dogs, cereals high in fat and sugar, processed beverages and sweets was linked to greater symptoms (p < 0.05; Cohen’s d = 0.3–0.7). Three to four dietary patterns were identified, explaining between 60% and 86% of the variance. High consumption of cereals with added fat and sugars increased the risk by 7.4 times (OR = 7.4, 95% CI 1.2–12.2, p < 0.05). Conclusions: Dietary intake was associated, but not causally linked, to emotional symptoms among medical students. Lower consumption of unprocessed foods and higher intake of ultra-processed foods formed consistent behavioral profiles associated with anxiety and depression. Consuming more than three daily servings of cereals with added fat and sugar increased the risk of severe depressive symptoms by more than sevenfold, highlighting a strong dietary determinant. Future research should assess nutritional interventions aimed to improve mental health and academic performance in medical students.

BACKGROUND &amp; OBJECTIVE: Mindfulness practices are recognized as effective strategies for coping with stress in medical education. This study aims to determine the correlation between mindfulness engagement and self-reported academic performance in medical students METHODOLOGY: An analytical cross-sectional study was conducted from October 2023 to March 2024, involving 90 undergraduate medical students. Data were collected online using Google Forms and analyzed in Google Sheets. Students' self-reported academic achievement was then correlated with mindfulness practices. A p-value of less than 0.05 was considered significant. RESULTS: The mean age of participants was 22 ± 1.1 years, with the majority (66.1%) aged 22-24. The gender distribution was 55.8% male and 44.2% female. A significant majority (93%) were aware of mindfulness activities, and 60% reported participating in them. There was a significant difference in mindfulness awareness and practice, as indicated by p-values. Additionally, 81% of students believed that mindfulness practices positively influenced their academic performance. A statistically significant relationship was identified between mindfulness practices and self-reported academic achievements (p-value=0.002). Common barriers to practice included lack of time (61.8%), lack of interest (14.7%), and skepticism about its effectiveness (10.3%). CONCLUSION: The study's findings suggest a positive correlation between mindfulness practices and self-reported academic achievement among undergraduate medical students. Most participants reported improvements in educational performance and mental health, highlighting the potential benefits of incorporating mindfulness practices into medical education.

Mindfulness is a type of awareness achieved through purposeful attention, in the present moment and without judgment, to current events at any moment. This study investigates the association between mindfulness and academic performance among final-year medical students. This cross-sectional study was conducted among 285 final-year medical students. Data were collected using a checklist of demographic characteristics, student grade point average, and the Five Facet Mindfulness Questionnaire (FFMQ) and analyzed in SPSS-24 software. The average grade point average was 16.01 ± 1.07. The mean total mindfulness scores were 125.96 ± 13.00 with a range of scores (92–172). Therefore, mindfulness was at a relatively high level. Among the mindfulness components, the highest score was in the observation dimension (3.49 ± 0.68), and the lowest was in the non-judgment dimension (3.01 ± 0.62). There was a weak and positive correlation between mindfulness and the interns’ grade point average, which was statistically significant (P-value = 0.019, d = 0.12). Given the existence of this relationship, university educational officials can consider programs to strengthen the mindfulness of clinical students as one of the factors for improving academic performance.