Grit: A predictor of medical student performance

Miller-Matero, Lisa R; Martinez, Sarah; MacLean, Lisa; Yaremchuk, Kathleen; Ko, Alvin B.

doi:10.4103/efh.efh_152_16

Cited by 80 publications

(66 citation statements)

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“…Interestingly, students in other health professional courses had similar mean levels of grittiness (medical, 4.01 ± 0.4; pharmacy, 3.7 ± 0.5; occupational therapy, 3.78 ± 0.46; nursing, 3.27 ± 0.58) . Conversely, lower proportions of medical students have low resilience (13%) compared with the physiotherapy students in this study (25%) .…”

Section: Discussionmentioning

confidence: 47%

Grit, resilience and mindset in health students

Calo

Peiris

Chipchase

et al. 2019

The Clinical Teacher

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Summary Background Grit, resilience and a growth mindset are personal traits conducive to optimal learning and clinical readiness. These are important traits to consider with regards to whether a student thrives or struggles in challenging situations. Research with medical, nursing and pharmacy students demonstrates correlations of these traits with positive well‐being and academic success. No research has investigated the traits of resilience, grit and mindset type together in health professional students to explore whether they are related, and none have focused on physiotherapy students. Methods Cross‐sectional study of final‐year physiotherapy students (n = 134) aiming to describe the levels of these personal traits and to determine whether they are related to each other or demographic factors. Results A proportion of physiotherapy students have low levels of resilience (25%), low academic resilience (19%) and low levels of grittiness (13%). Grit and resilience were positively related (p < 0.001). A smaller fraction of students had a fixed mindset in relation to intelligence (7%) and talent (10%). Having a mental health condition or disability and the number of hours spent in paid employment were related to personal traits. Discussion This is the first study to document empirical evidence of physiotherapy students’ levels of grit, resilience and mindset type with a significant proportion of students having low levels of these attributes. Results have implications for clinical educators and universities seeking to improve student well‐being in order to facilitate effective learning. Institutions need to consider best‐practice approaches to managing and supporting these students to foster well‐being for effective learning.

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Section: Discussionmentioning

confidence: 47%

Grit, resilience and mindset in health students

Calo

Peiris

Chipchase

et al. 2019

The Clinical Teacher

View full text Add to dashboard Cite

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“…[2][3][4][5] Grit levels, therefore, may reflect applicants' degree of commitment to achieving long-term goals, overcoming obstacles, effectively managing failure, and self-motivating even in the absence of extrinsic motivations. 2,5,6 Grit levels are also known as significant predictors of both depression and well-being. 7,8 Bakhsh 9 argued that the traditional model of selection results in high attrition rate among medical students.…”

Section: Introductionmentioning

confidence: 99%

<p>Effects of Grit on the Academic Performance of Medical Students: A Cross-Sectional Study at Majmaah University</p>

Alzerwi¹

2020

AMEP

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Purpose: A small number of researchers have proposed grit as a predictor of academic, nonacademic, and non-cognitive performance. However, no such studies have been conducted in the context of Saudi Arabian medical schools. The purpose of the present study is to examine the effect of grit on the academic performance of medical students in Majmaah University. Methods: Medical students of Majmaah University completed a survey in December 2019, answering questions on grit, personal characteristics, and academic performance. Results: In the sample, the average grit score was moderately high (M = 3.31, standard deviation = 0.60). Female students' grit scores (M = 3.47, SD = 0.56) were higher than those of males (M = 3.22, SD = 0.61) (p = 0.002). Of the academic performance variables, only the difference in mean grit score between those who repeated a year or more (M = 3.11, SD = 0.64) and non-repeaters (M = 3.39, SD = 0.57) reflected a statistical significance (p = 0.001). Conclusion: The students who have repeated a year and more have lower grit scores. A follow-up study is required to compare the grit scores with the participants' ultimate completion status.

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“…Factors that contribute to academic performance include intellectual factors such as student's perception, IQ (intelligence quotient) and di culty in learning [6,7]. Others include grit and perseverance [8], dependency on the instructor teaching style, self-directed learning and group studies between students [9][10][11]. The satisfaction of medical students and quality of learning can be affected by environmental factors taking into account the personal and academic considerations [12].…”

Section: Introductionmentioning

confidence: 99%

Gender Differences in Academic Grades versus Absenteeism for Medical Sciences Students

Hakami

2020

Preprint

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Background: Learning environment and academic performance can be investigated from various aspects. Numerous interfering factors make this issue a complex one. The aim of this study is to understand the role of absenteeism on the overall score of medical sciences students and to consider the difference between male and female students.Methods: Academic performance was evaluated using the overall grades. Assessments of students and absence rate were tracked in two consecutive semesters (January–April 2019 and September–December of the same year), followed by sequential alignment to evaluate and correlate males (n=43) and females (n=72) results. During the semester, all teaching and assessment methods were unified to both sections to mitigate any confounding results from the teaching method to either section. Academic activities were assessed automatically and subjectively. SEKONIC SR-3500 HYBRID Machine was used to correct and analyze the answers of multiple-choice questions of the Midterm and final examination. Objective marks were compiled with the scores of the subjective answers to generate the final academic degree. These overall marks were correlated and statistically analyzed with the absence rates.Results: Preliminary data of the mean scores between male and female students during three semesters were statistically significant (**** p<0.0001). To correlate marks with absenteeism, the correlation coefficient (r) was in a negative value which indicates an inverse correlation between X (absence rate) and Y data (scores). But, a statistically significant correlation was found in the male section (**p= 0.0011 for the first semester; *p= 0.0255 for the second semester) but no significance was observed with the female scores (p= 0.2041; p=0.1537).Conclusions: The results show that female marks are not solely dependent on class attendance but probably other factors were involved such as self-learning, motivation and group discussion. The female mean scores were significantly higher in five semesters in a row compared to male students. Male overall scores prove to be conditioned with the instructor explanation. The finding indicates a gender variation in the academic performance measured by overall grades taking absenteeism rate into account.

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Grit: A predictor of medical student performance

Cited by 80 publications

References 0 publications

Grit, resilience and mindset in health students

Grit, resilience and mindset in health students

<p>Effects of Grit on the Academic Performance of Medical Students: A Cross-Sectional Study at Majmaah University</p>

Gender Differences in Academic Grades versus Absenteeism for Medical Sciences Students

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