The Impact of Absenteeism on Academic Performance Among First-Year Dental Students

Abstract

Background: According to the U.S. Department of Education, chronic absenteeism is a significant concern in health professions education which is characterized by missing 10% or more of school days that affect over 7 million students. This prolonged absence pattern is associated with adverse educational outcomes that result in poor performance, unsatisfactory grades, and an increase in student attrition rates. Moreover, it creates an unwelcoming environment (such as disruption of continuity, lack of engagement, increase workload, lower academic performance, negative impact on classroom dynamics, erosion of discipline and responsibility, stress and burnout, and inconsistent support and guidance) and fails to motivate both educators and learners. The impact of absenteeism on the academic success of dental students is underexplored, reflecting the limited amount of research published on this specific issue. This study's objective is to offer valuable insights that could lead to interventions aimed at decreasing absenteeism and potentially influencing modifications in attendance-related policies and regulations for first-year dental students at the College of Dental Medicine (CDM). Methods: A cohort of first-year dental students (Class 2026) was recruited to study the relationship between their absenteeism and grades in the biomedical field. Additionally, assessment of grades after quiz implementation during biomedical sciences lectures. Results: This study has demonstrated that implementing pop quizzes during the classroom sessions appears to be a solid indicator to significantly enhance student engagement, participation in classroom activities, and direct interaction with course materials, leading to better grades and increased student performance. The current findings also suggest that attendance plays a critical role in determining grades independently of previously attended educational institutional ranking or degrees attained before joining dental school. Conclusion: Based on these findings, we recommend prioritizing strategies that promote student engagement and interaction. This approach will aid educators in fostering a supportive learning environment that enhances student success. Practical implication: Implement pop-quiz during class will improve the student performance and grades.