Assessment of brain dominance and its correlation with academic achievement among medical students: A cross-sectional study

Abstract

Background: Each individual will have a unique way of perceiving, processing, and retrieving information provided, which could have an impact on one's performance. Medical education is undergoing reformation in terms of focusing on skill-based learning. Hence, understanding the pattern of brain dominance could influence the teaching and learning styles. Aims: The aim of this study is to assess brain dominance and its correlation with academic achievement among medical students. Settings and Design: A cross-sectional study was conducted in a recently opened medical college in South India. Materials and Methods: The study sample consists of two batches of medical students of 150 each, of which 245 students consented to participate in the study. Sociodemographic pro forma, alert scale of cognitive style and first-year MBBS final examination results were used. Statistical Analysis: Results were interpreted in the form of frequencies, Chi-square test, and Spearman's correlation test. Results: Of the study group, 60% were female students (n = 147) and 40% were male students (n = 98). Left brain, bilateral, and right brain dominance was seen in 37.55%, 33.06%, and 29.39% of the population, respectively. The r- value was correlated with brain dominance and academic achievement; however, it did not differ significantly at 0.05 level and was found to have a negligible relationship between the two. Conclusion: Female students were predominantly left side brain dominant. Brain dominance and academic achievement did not show any correlation. The importance is attributed to implementing the different teaching methods/styles, as it is believed to influence and promote better learning among medical students.

Keywords

• academic achievement
• brain dominance
• medical students