The total clinical grade did not correlate with the shelf-examination. This is consistent with the Nahum study (5). It is of interest, however, that the shelf-examination scores showed a stronger correlation with the IP component of the clinical grade than with the faculty assessment of the students' medical knowledge, history-taking skills, or the clinical skills/synthesizing abilities. This curious finding may have various explanations. As shown in Table 1, the IP component of the clinical evaluation is based on student attributes such as courtesy, effective communication, respectfulness, integrity, cooperation, punctuality, and maturity, in addition to good writing skills and motivation, Such characteristics may endear the students to the faculty supervisors and promote a mutually positive relationship that allows for greater interaction and more opportunity for feedback, both qualitative and quantitative. This may spur such students to study harder and, therefore, do better on the shelf-examination. In 2007, Brar et al. (8) had, indeed, found that the introduction of regular quantitative feedback in their program significantly improved student performance on the National Board of Medical Examiners examination. Alternatively, such likable and "cooperative" students might be more diligent and industrious to begin with and, therefore, more apt examination-takers. However, since the magnitude of the correlation is small for all parameters, it is also possible that the shelf-examination scores are quite independent of the clinical evaluations of the students; this was suggested by Nahum and others (5, 6, 9). This study is a small one and represents the experience of only one institution, but its findings, in light of a review of the existing literature on the evaluation measures used in clerkships, lead to some interesting conclusions that would have to be borne out by continuing investigation. It is heartening to note that there is a positive, albeit slight, correlation between the faculty assessment of the students' knowledge-base and the shelf-examination. More importantly, it appears that desirable personal attributes are identifiable and appear to be associated with the students' success, at least as measured by the shelf-examination.