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Article Abstract
Objective: To examine the association between the catechol-O-methyltransferase (COMT) rs4680 polymorphism - a common genetic variation in the gene, which regulates dopamine metabolism in the prefrontal cortex - and academic performance among medical students at a public-sector medical college in Rawalpindi, Pakistan.
Study Design: A cross-sectional analytical study. Place and Duration of the Study: Department of Pharmacology, Army Medical College, Rawalpindi, in collaboration with the Institute of Biomedical and Genetic Engineering, Islamabad, Pakistan, from January to March 2025.
Methodology: One hundred MBBS students were included. Academic performance was categorised into high (≥80% marks), average (60-79%), and low (<60%). COMT genotyping was performed using allele-specific PCR, and the relationship with academic performance was analysed using the Chi-square tests in SPSS.
Results: Genotype distribution of the COMT rs4680 polymorphism was consistent with the Hardy-Weinberg equilibrium (p = 0.16), with observed frequencies of 30% Val/Val, 43% Val/Met, and 27% Met/Met. A significant association was found between COMT genotype and academic performance (p = 0.003), with Met/Met carriers (10/20) dominating the high-performance group compared to Val/Val (3/30) and Val/Met (7/43). Female students significantly outperformed males (p = 0.021), with 16 out of 20 high achievers being female. Maternal education level strongly predicted academic success (p = 0.013), whereas paternal education showed no significant association (p = 0.992).
Conclusion: The Met/Met genotype was linked to superior academic performance, particularly among females, suggesting a gene- gender interaction. Maternal education emerged as a key environmental predictor, underscoring the interplay of genetic and socio- familial factors in academic achievement.
Key Words: COMT rs4680 polymorphism, Academic performance, Medical education, Dopamine metabolism, Genetic influences, Maternal education.
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