Observational study reveals associations between personality domains and gross anatomy grades in veterinary students, highlighting opportunities for targeted academic support.
Researchers are increasingly paying attention to non-cognitive ways to determine a student's ability to succeed in graduate studies. This study investigated associations between the Big Five personality domain scores and academic performance in Gross Anatomy I (GA1) at Ross University School of Veterinary Medicine. Within the first 2 weeks of the semester, a researcher-developed survey instrument was used for psychological assessment of the Big Five personality domains. Survey domain scores were compared with students’ final GA1 course grades. Conscientiousness was positively associated with final numerical grade, whereas openness was negatively associated with final numerical grade. These findings suggest that personality traits may influence early academic performance in veterinary anatomy and highlight opportunities for targeted academic support. Educators may support student success by emphasizing structured study behaviors, time management, and prioritization of core material early in the course.
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Kehl et al. (2026) studied this question.
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