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Med J Islam Repub Iran. 2017 Feb 24;31:14. doi: 10.18869/mjiri.31.14. eCollection 2017.

Academic performance in Iranian medical students during the pre-clinical stage.

Author information

1
Preventive Medicine and Public Health Research Center, Department of Community Medicine, Iran University of Medical Sciences, Tehran, Iran.
2
Mental Health Research Center, Department of Psychiatry, Iran University of Medical Sciences, Tehran, Iran.

Abstract

Background: Better understanding of factors associated with medical school performance is necessary to improve admission processes and to help students succeed in their career. This study follows a group of Iranian med students during their first 2.5 years of medical education, to evaluate their academic success in accordance with their demographic, cognitive and non-cognitive characteristics. Methods: 143 of 200 matriculants of Iran University of Medical Sciences medical school in 2010, were followed for 5 consecutive semesters of the preclinical stage. Demographic and cognitive characteristics were collected using self-administered data collection forms. The NEO Five-Factor (personality) Inventory (NEO-FFI) was used to assess participants' non-cognitive characteristics. The 5 semesters' cumulative Grade Point Average (GPA) was the measure of academic performance. Pooled t-test, one-way ANOVA, multiple linear regression and logistic regression model, and Spearman coefficients of correlation were applied in data analysis Results: There was a significant difference in participants' GPA regarding their gender (p=0.008), using privilege in National University Entrance Examination (NUEE)(p<0.0001), the number of times one has taken part in NUEE (p=0.034) and being occupied in paid jobs (p=0.01). There were no significant differences in participants' GPA regarding NEO-FFI domains. Conclusions: Females and students with a better academic performance prior to their admission in medical school had better academic records. We found no association between academic performance and personality because participants were followed through a preclinical stage where non-cognitive characteristics plays a less important role in their performance and evaluations.

KEYWORDS:

Iran; Medical education; Medicine; Students; Undergraduate

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