Medical Student Grit and Performance in Gross Anatomy: What are the Relationships?

Abstract

Our understanding of the non‐academic factors that drive successful knowledge acquisition and development in gross anatomy is limited. The purpose of this study was to investigate the links between a novel character trait, grit, defined as the passion and perseverance for long‐term goals, and student performance in medical gross anatomy. Grit entails working vigorously, maintaining effort despite failure, and has been shown to be a superior predictor of success beyond that explained by IQ. In 2014, a survey including the validated Short Grit Scale was sent to all medical students at Indiana University School of Medicine; the response rate was 39% ( n = 385/999). Higher grit scores correlated with higher performance in gross anatomy as indicated by course grade and overall % ( r = .34, p <.0001); with a significant difference between high and low grit students ( X 2 = 33.01, p <.0001). Specifically, students with above‐median grit scores were more likely to earn either a high pass or honors grade in the course when compared to students with below‐median grit scores ( p <.0001). Moreover, a moderate positive association ( r = .13, p = 0.0178) was found between above‐median grit students and those that believed intelligence was a malleable rather than fixed character trait. Examining medical student grit offers a unique perspective on the important individual non‐academic factors influencing learning in gross anatomy.