Abstract
Due to unique demands on students in medical education, this study examined the relationship between educational and demographic factors with undergraduate medical students' exam performance in a semester-long medical neuroscience course. Engaging with a mixed-enrollment cohort of medical students, the study used self-reported survey data and exam scores to specifically examine the relationships with growth mindset, use of study strategies, confidence, attendance, and demographic characteristics. Chi-square, ANOVA, and correlational tests revealed interesting and complex relationships among the study variables, which, in some cases, support and other cases challenge existing findings in the academic discourse. The paper concludes by discussing implications from the study that may potentially improve academic outcomes as well as identifying potential areas for future research and academic interventions.