Exploring the Relationship Between Reading Sources and Grade Point Average Among Medical Students in King Khalid University, Saudi Arabia

Abstract

Objective: To determine which reading materials may have affected medical students' learning commitments as indicated by their changes in GPA.

Study Design: Cross-sectional institutional-based observational study
Place and Duration of Study: This study was conducted at the Orthopedic Department, College of Medicine, King Khalid University, Abha, Saudi Arabia from January 2025 to June 2025.

Methods: This study targeting male and female clinical-year medical students at King Khaled University, Saudi Arabia, excluding those in their preparatory year. The research utilized a structured 21-question online survey (via Google forms) to investigate the potential impact of different reading sources on students' academic performance, as measured by their GPA.

Results: The study involved 241 medical students, with a slight female majority (51%) and most participants in their fifth year (30.7%). While 50.6% relied on lectures as their primary resource, only a small percentage used AI tools like ChatGPT (2.5%) or scientific literature (2.1%). Most students (79.3%) believed additional resources were necessary for good grades, and 62.7% found medical websites helpful. High GPAs were strongly linked to reading scientific books (80%), whereas low GPAs were common among those relying solely on lectures (69.8%).

Conclusion: The evaluation highlights students' struggle to effectively integrate diverse resources into their studies, as evidenced by the minimal impact of reading medical literature on GPA.