Wasit WongtrakulYodying DangprapaiFaculty of Medicine, Siriraj Hospital, Mahidol University2020-10-052020-10-052020-01-01Medical Science Educator. (2020)215686502-s2.0-85089865815https://repository.li.mahidol.ac.th/handle/20.500.14594/59273© 2020, International Association of Medical Science Educators. Background: Live lecture remains a ubiquitous form of knowledge delivery in preclinical medical education. However, voluntary live lecture attendance has markedly decreased at several medical schools. This case-control study examined the effect of live lecture attendance on academic achievement in selected basic science courses. Methods: Cases (n = 174) were defined as students with below average examination scores, and controls (n = 198) were defined as students with above average examination scores. The exposure was absenteeism, which was defined as attending live lecture less than 75% of total live lecture sessions. Second-year and third-year students reported self-estimated frequency regarding live lecture attendance, and they estimated the time spent engaged in various behaviors during live lectures. Results: Absenteeism was identified as a significant risk factor for having below average score in preclinical medical science courses with a 2.34-fold risk (95% confidence interval [CI]: 1.27–4.33). Distracting behavior more than 25% of live lecture time was a factor with non-significantly increased risk for having below average score (1.36-fold risk, 95% CI: 0.86–2.13). Conclusions: Absenteeism was compellingly associated with poorer examination performance among medical students in basic science medical courses. Preclinical medical students should be encouraged to attend live lectures as often as possible.Mahidol UniversityMedicineArticleSCOPUS10.1007/s40670-020-01068-y