Introduction
This study examines the relationship between academic performance (Kardex grades) and clinical competence, measured by the Practical Professional Examination (PPT), in medical graduates from the Universidad de Sonora. While academic grades are often used to predict clinical success, their correlation with clinical skills remains uncertain.
Methods
An observational, retrospective analysis of 358 graduates (2019–2024) was conducted, assessing both final grades and PPT performance. Nine key clinical competencies, including diagnostic reasoning, physical examination, and patient communication, were evaluated. Spearman's correlation was used for non-normal distributions.
Results
The mean Kardex grade was 92.76, and the mean PPT score was 87.72. Significant correlations were found between clinical competencies (e.g., differential diagnosis and physical examination) and PPT performance, with the strongest correlation in differential diagnosis (r = 0.777, p < 0.001). However, the correlation between Kardex grades and PPT performance was weak (r = 0.152, p = 0.004), suggesting that academic grades do not reliably predict clinical competence.
Conclusion
Findings indicate that strong academic performance does not guarantee clinical skills. Essential competencies, such as diagnostic reasoning, are crucial in clinical assessments. Medical education should integrate theoretical knowledge with hands-on practice through strategies like problem-based learning (PBL) and Objective Structured Clinical Examinations (OSCE). While academic performance reflects theoretical knowledge, it is not a strong predictor of clinical competence. Enhancing the integration of theory and practice is essential to better prepare graduates for real-world clinical settings.
