Relationship between Past and Present Academic Performance among Undergraduate Medical Students of Bangladesh

Abstract

Background: Education is one of the most essential factors in producing a human resource & the academic performance becomes important since it is commonly used as a reflection of education. To find out the relationship between past and present academic performance among medical students of Bangladesh.

Methodology: This cross-sectional study was conducted to assess the relationship between past and present academic performances of the medical students of Bangladesh. A total of 436 student respondents participated in this study from eight purposively selected of Bangladesh those are located at Dhaka and outside Dhaka) from January to December 2022 using a pretested semi-structured self-administered questionnaire.

Results: This study find that out of 436 medical students’ majority i. e. 416 (95.4%) students got GPA score 5 and very few i.e. 20 (4.5%) got GPA score <5 in the Secondary School Certificate examination. In Higher School Certificate examination majority i.e. 386 (88.5%) students got GPA score 5 and 50 (11.5%) students got GPA score <5. This study also find that out of 130 responses about the result of first MBBS Professional examination, most of them (92.3%) passed regularly and 7.6% passed irregularly. Out of 83 responses about the result of second MBBS Professional examination, most of them (96.3%) passed regularly and 3.6% passed irregularly. Out of 30 responses about the result of third MBBS Professional examination 100% passed regularly and no irregularly passed was found. In the fourth MBBS Professional examination 50% passed regularly. There was an inverse relationship between the combined scores of Secondary School Certificate examination and Higher School Certificate examination with the result of professional examinations.

Conclusion: Academic performance at the secondary education or pre-university college level is generally considered the strongest indicator of academic merit in tertiary education.

CME J 2024; 3(2); 16-19