An investigation into the design and effectiveness of a mandatory cognitive skills programme for at-risk medical students

Winston, Kalman; Vleuten, Cees van der; Scherpbier, Albert

doi:10.3109/01421590903197035

Cited by 53 publications

(96 citation statements)

References 36 publications

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“…In Danish universities struggling students have traditionally been handled by administrators and counsellors in the The validity of student tutors' judgments in early… university support system, in which students seek support on their own initiative. The problem is that students with the most severe shortcomings may be the ones with the least amount of self-insight, coping abilities, and help-seeking behaviour (Dunning et al 2003;Cleland et al 2005;Devoe et al 2007;Winston et al 2010). It is wellknown from research in both psychology and medical education, that it is particularly difficult for the poorest performing students to recognize their own incompetence in advance (Hodges et al 2001;Dunning et al 2003;Cleland et al 2005).…”

Section: Incremental Validitymentioning

confidence: 97%

The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study

O’Neill

Mørcke

Εika

2016

Adv in Health Sci Educ

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Early identification and support of strugglers in medical education is generally recommended in the research literature, though very little evidence of the diagnostic qualities of early teacher judgments in medical education currently exists. The aim of this study was to examine the validity of early diagnosis of struggling in medical school based on informal teacher judgements of in-class behavior. The study design was a prospective cohort study and the outcomes/truth criteria were anatomy failure and medical school drop out. Six weeks into an anatomy course, student tutors attempted to identify medical students, who they reckoned would fail the anatomy course or drop out, based on their everyday experiences with students in a large group educational setting. In addition, they were asked to describe the indicators of struggling they observed. Sixteen student tutors evaluated 429 medical students for signs of struggling. By week six, the student tutors were able to detect approximately 1/4-1/3 of the students who eventually failed or dropped out, and for ¾ of the strugglers they identified, they were correct in their judgments. Informal student tutor's judgements showed incremental validity for both outcomes when controlling for grades obtained in preceeding exams. Lack of participation, lack of commitment, poor academic performance, poor social interactions and general signs of distress were the main indicators of struggling identified. Teachers' informal judgements of in-class behavior may be an untapped source of information in the early identification of struggling medical students with added value above and beyond formal testing.

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Section: Incremental Validitymentioning

confidence: 97%

The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study

O’Neill

Mørcke

Εika

2016

Adv in Health Sci Educ

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“…Furthermore, these students fear the large volume of basic science course material, and worry that the effort needed to change their learning strategies will waste precious time, so the relevance of course materials to other curricular content must be obvious if they are to engage. Thus, every technique in the course handbook is illustrated with an example from one of the basic science disciplines, and then applied, through homework and in-class assignments, to other material from those disciplines [7]. For example, when teaching students to prepare for lectures by activating prior knowledge [27], we require them to list vocabulary from a forthcoming lecture that they are supposed to know from earlier lectures.…”

Section: Course Designmentioning

confidence: 99%

“…This paper draws together the findings from a 6-year design-based practitioner-research project that followed the development of an Essential Lifelong Learning Skills (ELLS) course for at-risk medical students [4,[7][8][9][10]. Before elaborating on the core concepts that seem to be essential to successful Electronic supplementary material The online version of this article (doi:10.1007/s40670-015-0149-z) contains supplementary material, which is available to authorized users.…”

Section: Introductionmentioning

confidence: 98%

“…The course involves application of a range of study skills to core medical science course material, including previewing, time management, concept-mapping, multiplechoice questioning, use of learning objectives, focus on language and terminology and a number of critical thinking exercises [7]. (See appendix for ELLS course handbook.)…”

Section: Introductionmentioning

confidence: 99%

“…The ELLS course is based upon a constructivist, studentcentred approach that focuses on learning through collaboration, dialogue and self-regulation, delivered through facultyfacilitated groups of six students, who, having failed first-year courses, meet regularly throughout their repeat of first semester [7]. The course involves application of a range of study skills to core medical science course material, including previewing, time management, concept-mapping, multiplechoice questioning, use of learning objectives, focus on language and terminology and a number of critical thinking exercises [7].…”

Section: Introductionmentioning

confidence: 99%

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Core Concepts in Remediation: Lessons Learned from a 6-Year Case Study

Winston

2015

Med.Sci.Educ.

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With widening access and increased class sizes, there is potential for more struggling medical students in need of remediation. This paper draws together lessons learned from a 6-year case study of a successful remedial intervention programme at one institution. When considered alongside a broad range of literature, this work illuminates some core concepts that can inform remediation work in other contexts. Remediation programmes need to foster development of students' affective, cognitive and metacognitive practices if they are to have long-term effects. The course design should be context dependent, collaborative, adaptive, and combine the learning of process and content. Participation should be mandatory, so that students can meet regularly in small stable groups over an extended period of time, with an experienced faculty facilitator who presses the group to pay close attention to the language of medicine. Successful remediation also needs a systemic perspective with clear administrative support, and transparent policies and expectations for all stakeholders. With all the essential ingredients in place, students who have struggled can go on to become successful, mindful physicians.

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Who is repeating anatomy? Trends in an undergraduate anatomy course

Schutte

2015

Anatomical Sciences Ed

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Anatomy courses frequently serve as prerequisites or requirements for health sciences programs. Due to the challenging nature of anatomy, each semester there are students remediating the course (enrolled in the course for a second time), attempting to earn a grade competitive for admissions into a program of study. In this retrospective study, remediation rates and trends in an undergraduate anatomy course with over 400 students enrolled each semester at a large Midwestern university were identified. Demographic data was collected from spring 2004 to spring 2010, including students' age, ethnicity, major of study, class standing, college admission tests (ACT and SAT®) scores, anatomy laboratory and lecture examination scores, and final anatomy grades for each semester. Eleven percent of the students repeated the course at least once. Gender, ethnicity, major of study and SAT scores were all shown to be associated with whether or not a student would need to repeat the course. On average, students who repeated anatomy demonstrated significant improvements in lecture and laboratory scores when comparing first and second enrollments in anatomy, and therefore also saw improved final course grades in their second enrollment. These findings will aid future instructors to identify and assist at-risk students to succeed in anatomy. Instructors from other institutions may also find the results to be useful for identifying students at risk for struggling.

show abstract

An investigation into the design and effectiveness of a mandatory cognitive skills programme for at-risk medical students

Cited by 53 publications

References 36 publications

The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study

The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study

Core Concepts in Remediation: Lessons Learned from a 6-Year Case Study

Who is repeating anatomy? Trends in an undergraduate anatomy course

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