Purpose
Understanding the factors influencing academic success in medical education is essential for improving student outcomes. This study used structural equation modeling to provide a framework of wellness dimensions that could either drive or hinder student success.

Methods
This study evaluated the relationship between overall wellness and academic performance among second-year medical students during the Organ Systems 4 block at Texas Tech University Health Sciences Center. Surveys assessing dimensions of wellness, including mental, physical, emotional, spiritual, and social well-being, were administered to three consecutive cohorts. Respondents rated their well-being on a 0-to-10 scale, with higher scores indicating better wellness.

Results
We confirmed the measurement model for overall wellness using confirmatory factor analysis with maximum likelihood estimation. Similarly, we used standard linear structural equation modeling to determine the relationship between overall wellness and final course grade. We examined goodness-of-fit statistics and modification indices to improve the fit of the model and reported unstandardized coefficients for interpretation. Our findings demonstrate a significant positive association between mental wellness and final calculated course grades. Specifically, higher mental wellness scores were linked to improved academic performance. These results underscore the importance of mental well-being as a key contributor to success in rigorous medical curricula.

Conclusion
These findings suggest that enhancing mental wellness through targeted interventions may support academic success among medical students. Further research should explore the causal pathways and consider the role of other dimensions of wellness in shaping educational outcomes.