Volume 31, Issue 1 (1-2017)                   Med J Islam Repub Iran 2017 | Back to browse issues page

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Preventive Medicine and Public Health Research Center, Department of Community Medicine, Iran University of Medical Sciences, Tehran, Iran. , mnojomi@iums.ac.ir
Abstract:   (1622 Views)

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.

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Type of Study: Original Research | Subject: Medical Education