Content uploaded by Sachin Parmar
Author content
All content in this area was uploaded by Sachin Parmar on Aug 09, 2023
Content may be subject to copyright.
Available via license: CC BY-NC
Content may be subject to copyright.
International Journal of Community Medicine and Public Health | July-September 2015 | Vol 2 | Issue 3 Page 275
International Journal of Community Medicine and Public Health
Yesikar V et al. Int J Community Med Public Health. 2015 Aug;2(3):275-281
http://www.ijcmph.com
pISSN 2394-6032 | eISSN 2394-6040
Research Article
Intelligence quotient analysis and its association with academic
performance of medical students
Veena Yesikar1, Sunil Kant Guleri2*, Sanjay Dixit1, Rahul Rokade1, Sachin Parmar1
INTRODUCTION
In India Since independence, universal and affordable
health which is central to the planning of the health
system, 1 has been failing due to lack of qualified health
care providers specially doctors and nurses. According to
census (2001) there are only 3·8 allopathic doctors, and
2·4 nurses and nurse-midwives per 10 000 people. 2 even
now we are not in a position to train the adequate number
of doctors. The reason may be of lack of infrastructure or
long duration of MBBS course or else.
Though MBBS is five and half (5+1/2) year’s course, but
it takes nearly 7 to 8 years for a matriculated student to
complete the MBBS degree. The reason has been 2 to 3
years preparation for medical entrance, and time expenses
due to failures in MBBS semester exams. To find relation
between students IQ and time lapsed by them for medical
entrance exam preparation and during actual course due
to failures, the study has been conducted. The study
interrogated about number of attempts by students for
medical entrance, their self study hours, and attempts in
semester exams. The basic purpose was to analyse
whether inclusion of IQ tests in the medical entrance will
be able to reduce the years for getting MBBS degree (by
selecting students with higher IQ).
Secondly IQ is also of importance to medical students,
because they are future physicians and will face complex
and novel situations in which a quick, and complex,
ABSTRACT
Background: Intelligence is the ability to see meaningful relationships between things that includes perceiving,
knowing, reasoning and remembering. The study was done to know the duration of preparation, self study hours,
academic performance and its association with IQ level of medical students, to state how to shorten the duration of
completing MBBS degree.
Methods: A cross sectional study done on 300 medical students using structured questionnaire derived from I Q
test.com. Data collection and appropriate statistical test were applied considering p value ≤ 0.05 as significant.
Results: Most of the medical students had near average intelligence (88.3%) , they undergone one to two years
preparation for medical entrance exams and devoted much time (>6 hrs) in studies. 10% of the students had higher
IQ, spare less time in their self study but were sincere in the classes.
Conclusion: Students with near average IQ work hard in their studies and their academic performance was similar to
students with higher IQ. So IQ can`t be made the basis for medical entrance; instead giving weight-age to secondary
school results and limiting the number of attempts may shorten the time duration for entry and completion of MBBS
degree.
Keywords: Genius, Intelligence, Medical, Performance, Quotient
1Department of Community Medicine, MGM Medical College, Indore, Madhya Pradesh, India
2Department of Community Medicine, Bundelkhand Medical College, Sagar, Madhya Pradesh, India
Received: 28 May 2015
Revied: 15 June 2015
Accepted: 13 July 2015
*Correspondence:
Dr. Sunil Kant Guleri,
E-mail: drsunilmdpsm@gmail.com
Copyright: © the author(s), publisher and licensee Medip Academy. This is an open-access article distributed under
the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial
use, distribution, and reproduction in any medium, provided the original work is properly cited.
DOI: http://dx.doi.org/10.18203/2394-6040.ijcmph20150482
Yesikar V et al. Int J Community Med Public Health. 2015 Aug;2(3):275-281
International Journal of Community Medicine and Public Health | July-September 2015 | Vol 2 | Issue 3 Page 276
decision is warranted, they may be prone to poor problem
solving and attention to critical detail, rendering them
vulnerable to errors in judgment. The poor problem
solving and decision making hampers doctor- patient
relationship and patient satisfaction.
Intelligence: Intelligence is the ability to see meaningful
relationships between things. It includes perceiving,
knowing, reasoning and remembering. There is
considerable relationship between a person's degree of
intelligence and range of activities, the level of
achievement and the depth of understanding possible to
him. Terman and Gessel defined intelligence as the
capacity to use abstract ideas for solving problems.3
Intelligence Quotient: In 1912, the German psychologist
William Stern coined the abbreviation "I.Q.," a
translation of the German Intelligent-Quotient
("intelligence quotient), proposing that an individual's
intelligence level can be measured as a quotient of their
estimated "mental age" and their chronological age.4
Intelligence Quotient = Mental Age
chronological age
When the mental age is the same as chronological age,
the IQ is 100. The higher the IQ, the more brilliant is the
child. 80 per cent of people have an IQ of or near
100.categorization of different cognitive states based on
IQ is given in (Table 1).
Table 1: Individual’s categorisation in different
cognitive states based on their IQ.
Levels of Intelligence
IQ Range
Idiot 0-24
0-24
Imbecile
25-49
Moron
50-69
Border Line
70-79
Low normal
80-89
Normal
90-109
Superior
110-119
Very Superior
120-139
Near Genius
140 and above
IQ Score: The first IQ tests were designed to compare a
child's intelligence to what his or her intelligence "should
be" as compared to the child's age. If the child was
significantly "smarter" than a "normal" child of his or her
age, the child was given a higher score, and if the child
scored lower than expected for a child of his or her age,
the child was given a lower IQ score.5
Intelligence tests: Most of the intelligence tests are
measures of performance. However, the term
performance is customarily applied to tests which call for
a minimal understanding and use of language. These tests
provide a measure of fundamental psychological process,
such as reasoning and seeing relationship, without at the
same time depending upon particular cultural or
educational opportunities. The different tests and scales
used are6:
1. Binet-Simon scale3,7
2. Reynolds Intellectual Assessment Scales8 (RIAS)
3. Composite Intelligence Index9 (CIX)
4. Web based IQ tests6: Queendom.com’s classical
intelligence test, Tickle.com’s classic IQ test and
IQTest.com’s intelligence test.
We in this study have used IQTest.com’s intelligence
test. This Intelligence Test contains 38 questions and
utilizes 13 intelligence scales: arithmetic, algebraic, rote
utilization, logical, visual apprehension, spatial skill,
intuition, general knowledge, vocabulary, short term
memory, spelling, geometric, and computational speed.
METHODS
This is a cross sectional study done in a government
autonomous medical college, in central India from
August 2013 to December 2013. Each admission batch
for MBBS had 150 medical students and 5 such batches
run in the college. Students from middle batches were
selected purposefully to avoid recall bias among older
batches and newly admitted batch had no exposure of
semester exams. All the students from junior final and
Second Profs (batch 2012, 2011 and 2010) including
students from detained batches were invited for the
survey/questionnaire and finally 300 students with
completed questionnaire were selected. Pre-tested
performa were included for analysis of data,
incomplete/partially completed Performa were rejected.
The study was a part of teaching programme for
undergraduate medical students in research methods
initially which was finalised for further research.
Study tool: all the selected students were informed about
the purpose of study and verbal consent was taken. A
structured questionnaire derived from the I Q test.com
with other semi-structured questionnaire about personal
profile and study profile was administered to them. First
of all questionnaire of personal profile was administered
which was to be completed in 10 minutes. After this IQ
test questionnaire was administered and time taken by
each individual to complete this questionnaire was
recorded. The scoring of IQ level is given in (Table 2).
Table 2: Interpretation of IQtest.com score.
Time
scoring
Marks
score
Intelligence
interval
Cognitive
designation
>30 min
–5marks
Each
question
carries 3
marks.
Maximum
marks
40-54
Severely
challenged
25-30
min-
10marks
55-69
Challenged
20-
70-84
Below
Yesikar V et al. Int J Community Med Public Health. 2015 Aug;2(3):275-281
International Journal of Community Medicine and Public Health | July-September 2015 | Vol 2 | Issue 3 Page 277
25min-
15 marks
3x38=114
average
15-
20min-
20 marks
85-114
Average
11-
13min.-
45marks
115-129
Above
average
<11min-
60marks-
130-144
Gifted
145-159
Genius
Maximum total score:
60+114=174
160-175
Extraordinary
genius
The data was collected in excel spread sheets, and
analysed using statistical software (SPSS version 20) and
online statistical test calculators. Appropriate tests of
significance were applied at suitable places and p value ≤
0.05 was considered significant.
RESULTS
The study was done on 300 medical students 140 boys
and 160 girls. The mean age of the subjects was 22.67
years.
On application of IQ test.com 5 (1.7%) subjects had
below average IQ, 150 (50%) subjects had average IQ
and only 30 (10%) had above average/genius/
extraordinary IQ. The academic performance of students
with average IQ was highest and that of below average
IQ was poorest among all. The academic performance
had no positive or negative correlation with IQ level of
students (Table 3). The IQ level of male and female
students was similar without any significant difference
(Chi-square = 1.74, degrees of freedom = 5 probability =
0.884, P>0.05).
All the Students with higher IQ (extra ordinary, genius
and gifted) were from well to do families i.e. upper and
upper middle class.10 35(30%) students with above
average IQ, 64 (43%) students with average IQ and 4
(80%) students with below average IQ belong to lower
middle and upper lower classes families. Only9 (3%)
students belong to lower class family, they had above
average IQ.
Only 28 (9.3%) students were able to crack medical
entrance exam in their first attempt (fresher) and got
admission in MBBS course. Among these 26 (92.8%)
students had above average/genius/gifted/extraordinary
IQ and only 02 (7.2%) students had average IQ. Most of
the medical students (169, 56.3%) taken one year drop
for medical entrance preparation. These students had
average IQ (78) above average IQ (85). 33 (11%)
students needed more than 2 years for medical entrance
exam preparation, 30 (90.9%) of them had average and
below average IQ (Table 4).
All the students with higher IQ (gifted/genius/
extraordinary) spent less than six hours for study and rest
of the time in sports and extra-curricular activities.
Among 115 students with above average IQ, 37 (32.2%)
spent less than six hours and 78(67.8%) more than six
hours for their studies per day. Among students with
average IQ 54 (36%) spent less than 6 hrs and 96 (64%)
more than six hrs for their study (Table 5).
MBBS students had daily classes of six hrs for theory and
clinical work. Students were keen to attend their classes,
276 (92%) were regular, and others were
irregular/occasional attendees. All the students with
higher IQ (gifted / genius/extraordinary) were regular in
their classes. The irregular/occasional attendees had
above average/ average or below average IQ (Table 6).
Table 3: IQ level of medical students and their academic performance.
S.
No.
IQ category
Males*
Females*
Total
(N)
Percent
Avg.
Percentage
in
previous
prof
1.
Extraordinary
Genius
2
3
5
1.7
61
2.
Genius
6
4
10
3.4
58
3
Gifted
7
8
15
5
60.3
4
Above
average
50
65
115
38.3
59.5
5
Average
72
78
150
50
64.15
6.
Below
average
3
2
5
1.7
57
Total
140
160
300
100
59.99
*Chi-square = 1.74, degrees of freedom = 5 probability = 0.884, P>0.05
Yesikar V et al. Int J Community Med Public Health. 2015 Aug;2(3):275-281
International Journal of Community Medicine and Public Health | July-September 2015 | Vol 2 | Issue 3 Page 278
Table 4: IQ level compared to number of years of preparation for entrance examination
for medical course.
S.
No.
IQ category
Fresher
1 year
drop
2 years
drop
More
than
2
years
Total
N
1.
Extraordinary
Genius
04
01
0
0
5
2.
Genius
6
2
2
0
10
3
Gifted
12
1
1
1
15
4
Above
average
04
85
24
2
115
5
Average
02
78
42
28
150
6.
Below
average
-
2
1
2
5
Total
28
(9.3%)
169
(56.3%)
70
(23.3%)
33
(11%)
300
(100%)
Table 5: Number of self study hours by students on a daily basis.
S.no.
IQ category
0-2
hrs
2-4hrs
4-6hrs
> 6hrs
Total
1
Extraordinary
Genius
0
2
3
0
5
2
Genius
2
4
4
0
10
3
Gifted
7
8
0
0
15
4
Above
average
1
14
22
78
115
5
Average
0
10
44
96
150
6
Below
average
0
0
1
4
5
Total (%)
10
(3.3%)
38
(12.7%)
74
(24.7%)
178
(59.3%)
300
(100%)
Table 6: Students’ regularity in lectures/classes.
S.no.
IQ category
Regular
students
Irregular
students
Occasionally
attending
Total
1
Extraordinary
Genius
5
0
0
5
2.
Genius
10
0
0
10
3.
Gifted
15
0
0
15
4
Above
average
108
03
4
115
5
Average
135
8
7
150
6
Below
average
3
1
1
5
Total (%)
276
(92%)
12 (4%)
12 (4%)
300
(100%)
DISCUSSION
IQ scores had been used in the past as predictors of
educational achievement or special needs, by social
scientists who study the distribution of IQ scores in
populations and the relationships between IQ score and
other variables, and as predictors of job performance and
income.11-16 similarly in this study the academic
performance, the socioeconomic status and time spent on
studies by medical students was analysed in association
with their IQ.
In the study all the subjects (medical students) had an IQ
/ intelligence interval above 70; none was mentally
Yesikar V et al. Int J Community Med Public Health. 2015 Aug;2(3):275-281
International Journal of Community Medicine and Public Health | July-September 2015 | Vol 2 | Issue 3 Page 279
challenged. Majority of the students had an IQ in range of
80 to 130 (average and above average IQ) without
significant gender difference and only 30(10%) had
gifted/genius or extraordinary IQ.
Similarly in study “A retrospective review of the
neuropsychological test performance of physicians
referred for medical infractions” by William P.et al, the
IQ of medical professional was found to be average. The
study also mentioned declining in the intellectual calibre
of the entering medical student.17
Other studies have suggested that the mean I.Q. of
individuals with medical degrees is 125 (Matarazzo &
Goldstein, 1972; Wechsler, 1972), in our study most of
the students had IQ in between 85 to 129 i.e. average and
above average IQ.18,19
In the study students with average IQ needed one or more
years for preparation of medical entrance exams, while the
other students with higher IQ needed less time for this.
Also students with average IQ compensated their routine
activities for sake of studies and good results in the
semester exam whereas students with higher IQ spent
lesser hours in their studies and performed well. It was
seen that students with average IQ had almost similar
academic performance as compared to students with higher
IQ , but it was due to long study hours devoted by them
(table 3 and 5). So the academic performance had direct
relation with number of attempts during medical entrance,
number of study hours, and regularity in the classes.
Similar findings were illustrated in the study by Abel
Gedefaw et al where university entrance examination
results, missing lectures and missing seminars/ tutorials
had a statistically significant correlation with academic
performance.20
The medical course comprises of lot of demonstrations,
skills illustrations and practical work, so students
attending all these activities will definitely get benefitted,
and this may be cause for good performance of genius
students (found to be regular) in their academics without
devoting much of time in self studies, students with lower
IQ (above average, average and below average) who use
to bunk from the classes needed extra effort (Table 6).
This has been supported by The American Psychological
Association's report Intelligence: Knowns and Unknowns
(1995).21 wherever it has been studied, children with high
scores on tests of intelligence tend to learn more of what
is taught in school than their lower-scoring peers. 21
The students with higher IQ belong to upper
socioeconomic class and their parents were well
educated. The educational qualification of mothers of
these students was found to be higher than rest of the
students. It signifies that the family environment,
childhood nutrition and illnesses and schooling may have
determinative role in the adult intelligence. The fact is
supported by a 2003 study by Eric Turkheimer et al, who
demonstrated that the proportions of IQ variance
attributable to genes and environment vary with
socioeconomic status. They found that in impoverished
families, 60% of the variance in IQ is accounted for by
the shared environment, and the contribution of genes
was close to zero.22
Most of the medical students had average IQ or above
average IQ. Only very few students had extraordinary
/genius or gifted intelligence. Students with poor
IQ/mentally challenged were not able to clear medical
entrance. Students with higher IQ and above average IQ
needed lesser time for medical entrance and even during
MBBS course for class and routine studies.
Currently the selection of the student into the MBBS
course is through an entrance test, conducted at the all-
India level, state level or at the institution in some of the
notified colleges and private institutions, for those who
fulfil the eligibility criteria based on the marks achieved
in the qualifying examination specified by the MCI.23
Though the medical entrance exam is one of the toughest
exams after IAS-UPSC/IIT-JEE and IIM-CAT, students
with average/above average and even with below average
IQ can get qualified in this through their regular, honest
and consistent effort.
Limitation of number of attempts and age for medical
entrance will be helpful to limit the entrance of below
average / lower IQ students in MBBS course. It will
hasten the duration MBBS completion as well as quality
of healthcare provided by these professionals. A direct IQ
test based admission process will hamper the moral of
hard working average IQ students, so should not to be
implemented. Inclusion of aptitude and reasoning
questions in the entrance examination may be in favour
of intelligent students and hard for bookworm students.
Some medical institutions follow this approach, wherein
the prospective students are provided with an opportunity
to bring out the best potential in interpersonal skills,
commitment, aptitude and personality traits that are
suitable for the profession. This method is highly
effective as narrated in the study (L. S. S. Manickam and
T. S. Sathyanarayana Rao).24
One of the alternatives is to include Situational Judgment
Tests (SJT) that presents the applicants with job-related
situations and possible responses to the situations. These
would help select candidates who are likely to excel in
the profession.25
Limitations: the study subjects were from a single
institute only; students from other medical college were
not included due to lack of resources. The test applied on
students was only an indicator of IQ, examination and
testing by neuropsychiatrist would have yielded more
definitive results. There were chances of recall bias by
subjects regarding past information. Number of study
hours on a daily basis; regularity in the classes were taken
from the students response only, secondary evidences like
classes attendance of individual students was not
Yesikar V et al. Int J Community Med Public Health. 2015 Aug;2(3):275-281
International Journal of Community Medicine and Public Health | July-September 2015 | Vol 2 | Issue 3 Page 280
recorded. Lack of literature and past studies were found
in Indian context so comparison with other references
was a bit difficult and incomplete.
CONCLUSIONS
The study found that students with near average IQ work
hard in their studies and their academic performance was
comparable and even better then higher IQ students. So
IQ can`t be made the basis for medical entrance. This is
also not fare because the students from middle and lower
socioeconomic status generally had lower IQ as found in
this study and other literatures. The government must
give attention and restrict to the mushrooming, high cost
medical coaching institutes who spoon-fed the expected
questions of medical entrance to the rich students ahead
of their intelligence while a genius student from middle
class /poor family may be left out. Greater emphasis
should be given to secondary school education and its
marks may be included in merit formation as it has
been done in all India engineering entrance exams. This
will give an equal opportunity to students from both
poor and rich families. Evaluation of interpersonal skills,
commitment, aptitude and personality traits and inclusion
of Situational Judgment Tests (SJT) are better alternative
for the medical entrance exams. Limitation of attempts
and age will further sort out poor IQ students.
ACKNOWLEDGEMENTS
Author acknowledges students of first and second MBBS
Profs who were keenly interested in our study and
honestly participated in the study as subjects.
Funding: No funding sources
Conflict of interest: None declared
Ethical approval: The study was approved by the
Institutional Ethics Committee
REFERENCES
1. Compendium of recommendations of various
committees on health development 1943–1975. New
Delhi: Central Bureau of Health Intelligence,
Directorate General of Health Services, Ministry of
Health and Family Welfare, Government of India,
1985.
2. Rao K, Bhatnagar A, Berman P. India’s health
workforce: size, composition and distribution.
Human resources for health technical report#1,
world bank and public health foundation of India,
available at www.hrhindia.org/assets/images/paperr-
1.pdf
3. Medicine and social sciences In: K. Park. Parks
textbook of preventive and social medicine, 21st
edition, India; 2011: 628-630.
4. William T. Dickens and James R. Flynn, "The IQ
Paradox: Still Resolved," Psychological Review
109, no. 4 (2002). Available at
psychology.wikia.com/wiki/Intelligence_quotient
5. What is an IQ score ; available at http://iqtest.com/
whatisaniqscore.html
6. Firmin, M., Hwang, C., Burger, A., & Lowrie, R.
(2005, May), Evaluating the concurrent validity of
three web-based IQ tests and the Reynolds
Intellectual Assessment Scales (RIAS). Poster
session presented at the 17th Annual Convention of
the American Psychological Society, Los Angeles,
California.
7. Binet, A and T. Simon. 1916. "The development of
intelligence in children. Elizabeth S. Kite,trans.
William and Wilkins, Baltimore"
8. Reynolds, C. R., and R. W. Kamphaus. "Reynolds
Intellectual Assessment Scales (RIAS)." Lutz, FL:
Psychological Assessment Resrouces (2003).
9. Edwards, Oliver W., and Rachel V. Paulin.
"Referred Students; Performance on the Reynolds
Intellectual Assessment Scales and the Wechsler
Intelligence Scale for Children." Journal of
Psychoeducational Assessment (2007).
10. Sharma R. Kuppuswamy`s socioeconomic status
scale –revision for 2011 and formula for real time
updating .Ind J Pediatr. 2012 A;79:961-2.
11. Whalley L.J., Starr J.M., Athawes R., Hunter D.,
Pattie A., Deary I.J. Childhood mental ability and
dementia. Neurology. 2000;55:1455–9.
12. Naomi Breslau, Victoria C. Lucia, German F.
Alvarado. Intelligence and Other Predisposing
Factors in Exposure to Trauma and Posttraumatic
Stress Disorder. A Follow-up Study at Age 17
Years. Arch Gen Psychiatry. 2006;63:1238-45.
13. Sackeim HA, Freeman J, McElhiney M, Coleman E,
Prudic J, Devanand DP. J Clin. Exp Neuropsychol,
Effects of major depression on estimates of
intelligence. 1992 Mar;14(2):268-88.
14. Laura Mandelli, Alessandro Serretti, Cristina
Colombo, Marcello Florita, Alessia Santoro, David
Rossini, et al. Improvement of cognitive functioning
in mood disorder patients with depressive
symptomatic recovery during treatment: An
exploratory analysis ;Psychiatry and Clinical
Neurosciences Volume 60 Issue 5 Page 598 -
October 2006
15. Whalley and Deary. Longitudinal cohort study of
childhood IQ and survival up to age 76. British
Medical Journal. 2001;322:819-9.
16. Debbie A. Lawlor, Heather Clark, David A. Leon.
Associations Between Childhood Intelligence and
Hospital Admissions for Unintentional Injuries in
Adulthood: The Aberdeen Children of the 1950s
Cohort Study. American Journal of Public Health,
December 2006.
17. Perry W, Crean RD. A retrospective review of the
neuropsychological test performance of physicians
referred for medical infractions. Arch Clin
Neuropsychol 2005;20(2):161-70.
18. Matarazzo and Goldstein, J.D. Matarazzo, S.G.
Goldstein The intellectual caliber of medical
students Journal of Medical Education.
1972;47(2):102–11.
Yesikar V et al. Int J Community Med Public Health. 2015 Aug;2(3):275-281
International Journal of Community Medicine and Public Health | July-September 2015 | Vol 2 | Issue 3 Page 281
19. Wechsler, D. (1981). Wechsler Adult Intelligence
Scale-Revised. New York: The Psychological
Corporation.
20. Abel Gedefaw, Birkneh Tilahun, Anteneh Asefa
Predictors of self-reported academic performance
among undergraduate medical students of Hawassa
University, Ethiopia. Advances in Medical
Education and Practice. 2015;6:305-15.
21. Neisser U; Boodoo G; Bouchard,T J.; Boykin A.
W.; Brody N.; Stephen J.; et al (1996).
"Intelligence: Knowns and Unknowns". American
Psychologist. 51:77–101.
22. Eric Turkheimer, Andreana Haley, Mary Waldron,
Brian D'Onofrio, Irving I. Gottesman,
Socioeconomic status modifies heritability of IQ in
young children Psychological Science.
2003;14(6):623-8.
23. Undergraduate Curriculum. Graduate Medical
Education Regulations, 1997, Medical council of
India: Salient features of regulations on graduate
medical education, 1997, Published In Part III,
Section 4 of The Gazette of India. 1997. [Last
updated on May 17]. Available from: http://www.
mciindia.org/know/rules/rules_mbbs.htm. [Last
accessed on 1997 Nov 7]
24. L. S. S. Manickam and T. S. Sathyanarayana Rao
Undergraduate medical education: Psychological
perspectives from India Indian J Psychiatry.
2007;49(3):175–8.
25. Lievens, Filip . Situational judgment tests: A useful
selection procedure? In: Subramony, Raj, editors.
Psychological Assessment in Personnel Selection.
Delhi: Defence Institute of Psychological Research,
DRDO; 2007; 165–84.
Cite this article as: Yesikar V, Guleri SK, Dixit S,
Rokade R, Parmar S. Intelligence quotient analysis and
its association with academic performance of medical
students. Int J Community Med Public Health
2015;2:275-81.
