Attendance and Academic Performance in Neurophysiology: Engaging Dental Students Through Active Learning

Engaging students in foundational neuroscience courses such as neurophysiology remains a challenge in dental education. Class attendance is often assumed to be associated with academic performance, yet evidence in basic science disciplines is inconsistent. This study analyzed the correlation between class attendance and academic performance among undergraduate dental students enrolled in a neurophysiology course. Institutional academic data from 185 students across four consecutive semesters (2023-2024) were retrospectively analyzed. The course included clinically oriented learning activities, such as case-based discussions involving interpretation of neuroanatomical magnetic resonance imaging (MRI) images, as well as a formative quiz administered in the week preceding the final examination. Attendance rates and final exam scores were correlated using Spearman's test. Statistically significant positive correlations were observed in all semesters, with coefficients ranging from 0.37 to 0.56. These findings indicate that higher attendance was consistently associated with higher academic performance in a cognitively demanding foundational course. The results contribute to discussions on student engagement in dental education, with potential implications for student support and curricular planning in dental programs.