Do study strategies predict academic performance in medical school?

West, Courtney; Sadoski, Mark

doi:10.1111/j.1365-2923.2011.03929.x

Cited by 124 publications

(96 citation statements)

References 18 publications

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“…Strategic studying habits were not associated with performance in the professional examinations in this study. This result was contradictory with the findings by West and Sadoski, 25 which reported a strong association of study skills and academic performance among medical students. However, other studies conducted among pharmacy students corroborated our nil association.…”

Section: Discussioncontrasting

confidence: 56%

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

Ubaka

Sansgiry

Ukwe

2015

American Journal of Pharmaceutical Education

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Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs.

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Section: Discussioncontrasting

confidence: 56%

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

Ubaka

Sansgiry

Ukwe

2015

American Journal of Pharmaceutical Education

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“…More than 35 years ago, Weinstein and Gipple (1974) reported that achievement of medical students correlated with study skills using an inventory that measured a student's abilities to synthesize and organize materials as well as to discriminate level of importance of content. West and Sadoski (2011) confirmed that study strategies (especially self-testing) are strong predictors of medical student grades in their first semester of medical school. The present study extends these observations to include evidence that combinations of specific study strategies of medical students are associated with performances in different basic science courses, and that constructive approaches are positively related to performance in all course.…”

Section: Discussionsupporting

confidence: 52%

“…Weinstein & Gipple, 1974;Wenger, Hobbs, Williams, Hays, & Ducatman, 2009;West & Sadoski, 2011), but there is little evidence of associations between study strategies and performance in medical courses (P. Weinstein & Gipple, 1974;West & Sadoski, 2011). Definitions of learning are often characterized by two components, a change in behavior or mental representation, and an experience that facilitates that change (Driscoll, 2005;Ormrod, 2004).…”

Section: Introductionmentioning

confidence: 99%

Study Strategies Are Associated with Performance in Basic Science Courses in the Medical Curriculum

McNulty

Ensminger²,

Hoyt³

et al. 2012

JEL

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We investigated the study strategies of first and second year medical students and tested the associations between study habits and performances in their basic science courses. Upon completion of every basic science course, students completed a survey ranking the study strategies they utilized throughout each course. Results of a principle component analysis showed that study strategies clustered into one of three study factors: "rote" learning, "constructive" learning, or "review" learning. Each of these study factors comprised related study strategies. Students tended to use "constructive" strategies predominantly, but altered their study habits based on content delivered in specific courses. Trends emerged indicating negative correlations for "rote" learning and course performance whereas there were positive correlations for "constructive" learning and course performance. Courses where "constructive" learning had the greatest effects also tended to have the greatest number of questions that required "constructive" reasoning on the final exam.

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“…One study found that medical students who self-tested had stronger first-semester academic performance than those who did not. 8 In general, students prefer to reread notes and textbooks over retrieval practice, despite evidence that shows a significant improvement in information recall favoring retrieval practice. 9,10 One cohort of pharmacy students studying for examinations preferred to study and/or review notes or book content, to improve their confidence in the material 11 ; however, this fails to provide correctives to the students.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Student Self-Testing as a Predictor of Examination Performance

Stewart

Panus

Hagemeier

et al. 2014

American Journal of Pharmaceutical Education

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Objectives. To determine if student self-testing improves performance during a doctor of pharmacy course. Methods. Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback. Results. Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subsequent examinations in all but the fourth testing period. Conclusions. Providing pharmacy students with self-testing opportunities could increase their retention of course material and provide feedback to both students and educators regarding learning, as well as provide students with a measure of their metacognition.

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Do study strategies predict academic performance in medical school?

Abstract: Improving the prioritisation and organisation of study time and teaching students to predict, compose and answer their own questions when studying may help to advance student performance regardless of student aptitude, especially on course-specific examinations.

Cited by 124 publications

References 18 publications

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

Study Strategies Are Associated with Performance in Basic Science Courses in the Medical Curriculum

Pharmacy Student Self-Testing as a Predictor of Examination Performance

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