Learning strategies, study habits and social networking activity of undergraduate medical students

Bickerdike, Andrea; O'Deasmhunaigh, Conall; O’Flynn, Siún; O’Tuathaigh, Colm M. P.

doi:10.5116/ijme.576f.d074

Cited by 73 publications

(69 citation statements)

References 32 publications

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“…Considering learning has a rich and various heritages, there are many learning theories that a number of them emphasize the importance of learning strategies including: double loop learning (Argyris), conversation theory (Pask), and lateral thinking (DeBono). Weinstein (1991) discusses learning strategies in the context of social interaction, an important aspect of Situated Learning Theory (2).Learning strategies refer to methods that students use to learn. This ranges from techniques for improved memory to better studying or test-taking strategies.…”

Section: Introductionmentioning

confidence: 99%

The correlation of learning and study strategies with academic achievement of nursing students

Mohammadi

Thaghinejad

Suhrabi

et al. 2017

JBRMS

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Introduction: One of the most important problems in student's education is academic failure. Identifying factors that affecting academic achievement and pay attention to these factors is a stride toward success. Students' academic achievement and related factors have priority in education research. This study aimed to determine the relationship between learning study strategies and academic achievement of nursing students in 2013. Materials and methods: This descriptive-analytic study was performed among 85 nursing students of Ilam University of Medical Sciences. By using the learning and study strategies inventory (LASSI), the main three components of study and learning strategies, including items of skill, will and self-regulation were examined. The Pearson correlation was used to measure students' academic achievement correlation with the mentioned above components. Results: The sample consisted of 50.6% female and 49.4% male. The mean grade of nursing students was scored 15.60. Pearson correlation coefficient showed that the three main components of learning strategies and study skills component, respectively skill (P=0.001, r=0.349), self-regulation (P=0.009, r=0.280) and the component of will (P=0.045, r=0.218) with student achievement (mean grade of last term) had a positive and significant relationship. Conclusion: Considering positive and significant correlation between learning and study strategies with academic achievement in nursing students, so, we suggest that students and teachers use these strategies to improve academic achievement and reduce the academic loss of students.

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Section: Introductionmentioning

confidence: 99%

The correlation of learning and study strategies with academic achievement of nursing students

Mohammadi

Thaghinejad

Suhrabi

et al. 2017

JBRMS

View full text Add to dashboard Cite

show abstract

“…However, studies have shown that interleaving is better than other techniques in helping people retain knowledge in the long term 46151617…”

Section: Mixing Things Upmentioning

confidence: 99%

“…Many students begin by using the same techniques that worked for them at school, such as revisiting material and making notes. Research has shown, however, that these techniques alone have a limited impact on long term knowledge retention and academic success 1234…”

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confidence: 99%

Study tips for medical students

Richmond

Cranfield

Cooper³

2019

BMJ

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“…It includes long hours of study, little sleep, much content absorbed passively, surface learning and a tendency towards greater study loads on days preceding tests. 13,14,16 Nevertheless, our findings attempt not only to describe the study routine, but also to try to understand how surface or deeper learning might influence students. It was found that students with a surface approach had poorer quality of sleep and more frequently chose to study just before the exam; they used materials and summaries originating from classes, cheated more frequently and exhibited greater preference for multiple-choice questions.…”

Section: Discussionmentioning

confidence: 99%

Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study

et al. 2018

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INTRODUCTIONStudents' motivation, educational strategies, types of assessment and different learning approaches are factors that are considered fundamental to medical education. They have an important influence on the teaching-learning process. 1-3 Biggs 4 defined learning approaches as the combination of motivation and strategy that students use in the learning process, which can be "surface" or "deep".The deep approach comprises the capacity to correlate new and previous knowledge, study comprehensively in order to obtain the "entire picture" and search for meaning and implications for the acquired knowledge. 5 Its strategy is based on personal commitment to the learning process and its motivation is intrinsic, in the search for self-fulfillment. 4 This contrasts with the surface approach, which is the tendency to choose the quickest way to accomplish the task, in which students study the material in a linear manner, do not ask in-depth questions, do not show proper interest in the subject and rely on memory instead of comprehension. 5 Students with surface approaches tend to achieve the minimum necessary to avoid failure at school. 6Previous studies have pointed out that the same students can have varying approaches, depending on the subject that they are studying, levels of apprehension and work overload. 7,8 Understanding these learning approaches could have important repercussions on students' academic life. Mattick et al. 9 showed that students with a deep approach tend to be more organized, monitor their studies better and exert a greater effort to learn, such that their performance in tests is better. The same results were found by McManus et al., 10 who found that students with a deep approach had better outcomes in final exams. I MD. Physician and Research Collaborator in the ABSTRACT BACKGROUND: Different approaches to learning can exert considerable influence on the teaching-learning process in medical education. This study aimed to investigate the association of surface and deep learning with study patterns, preferred type of assessment, practices of cheating and quality of sleep among medical students. DESIGN AND SETTING: Cross-sectional study on medical students enrolled in all six years of a medical school in Juiz de Fora, Brazil. METHODS: Questionnaires were applied to evaluate learning approaches (R-SPQ-2F), study patterns, sources and choices, and quality of sleep. Students' learning approaches (deep or surface) were assessed in relation to their study patterns, study resources, quality of sleep and whether they cheated in tests. RESULTS: Among the 710 students included, 43% frequently studied on the night before an exam, 65% had used psychostimulants to study and more than 46% had cheated in an exam. Regarding quality of sleep, most students (53.4%) reported that their quality of sleep was poor, such that 45.3% slept for fewer than five hours before an exam. Those who studied just prior to an exam, used class summaries, preferred multiple-choice questions and cheated during the test had a mor...

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Learning strategies, study habits and social networking activity of undergraduate medical students

Cited by 73 publications

References 32 publications

The correlation of learning and study strategies with academic achievement of nursing students

The correlation of learning and study strategies with academic achievement of nursing students

Study tips for medical students

Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study

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