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Association Between COMT rs4680 (Val158Met) Polymorphism and Academic Performance among Medical Students.

Kulsoom Farhat1, Fozia Fatima2, Muhammad Faisal Afridi3

  • 1Department of Pharmacology, Army Medical College, Rawalpindi, Pakistan.

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|August 22, 2025
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Summary
This summary is machine-generated.

The Met/Met genotype of the catechol-O-methyltransferase (COMT) rs4680 polymorphism is associated with higher academic performance in medical students, especially in females. Maternal education also significantly impacts academic success.

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Area of Science:

  • Neuroscience and Genetics
  • Medical Education Research

Background:

  • The catechol-O-methyltransferase (COMT) rs4680 polymorphism influences dopamine metabolism in the prefrontal cortex, a region critical for cognitive functions.
  • Genetic variations, such as the COMT rs4680 polymorphism, may play a role in academic performance.
  • Understanding these genetic influences is crucial for optimizing learning environments in medical education.

Purpose of the Study:

  • To investigate the association between the COMT rs4680 polymorphism and academic performance in Pakistani medical students.
  • To explore potential gene-gender interactions in relation to academic achievement.
  • To identify environmental factors, such as maternal education, that may influence academic success.

Main Methods:

  • A cross-sectional analytical study was conducted with 100 MBBS students.
  • Academic performance was categorized into high, average, and low based on marks.
  • COMT rs4680 genotyping was performed using allele-specific PCR, with data analyzed using Chi-square tests.

Main Results:

  • A significant association was found between COMT genotype and academic performance (p=0.003), with Met/Met carriers showing superior performance.
  • Female students significantly outperformed males (p=0.021).
  • Maternal education level strongly predicted academic success (p=0.013).

Conclusions:

  • The Met/Met genotype is linked to enhanced academic performance, particularly in females, suggesting a gene-gender interaction.
  • Maternal education is a significant environmental predictor of academic achievement.
  • The study highlights the interplay of genetic and socio-familial factors in academic success among medical students.