Class attendance and cardiology examination performance: a study in problem-based medical curriculum

Area of Science:

• Medical Education
• Academic Performance
• Problem-Based Learning

Background:

• Limited data exists on the impact of student attendance on examination performance within problem-based learning (PBL) medical curricula.
• This study addresses this gap by investigating the relationship between educational activity attendance and academic outcomes.

Purpose of the Study:

• To examine the effect of class attendance on student examination performance in a PBL medical curriculum.
• To determine which educational activities most significantly influence academic performance.

Main Methods:

• A retrospective cohort study was conducted on medical students in a cardiology block.
• Student attendance percentages across various activities and final block marks were collected and analyzed.
• Statistical correlation was used to establish the relationship between attendance and performance.

Main Results:

• A total of 127 students were included, with an average lecture attendance rate of 86%.
• A significant positive correlation (r=0.52; P<0.001) was found between overall attendance and final block marks.
• Lecture attendance emerged as the most significant predictor of academic performance, with a 1% increase in attendance correlating to a 0.27 increase in the final mark.

Conclusions:

• Class attendance positively influences academic performance in medical students.
• Lecture attendance demonstrates a stronger positive effect on performance compared to other teaching modalities within a PBL curriculum.
• Maintaining lecture attendance is crucial for student learning, even in innovative educational models like PBL.