Study tips for medical students

Richmond, Anna; Cranfield, Thomas; Cooper, Nicola

doi:10.1136/bmj.k663

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…Physicians and other healthcare professionals are tasked with acquiring and maintaining multiple forms of knowledge and cognitive skills, including diagnosis, treatment and management, clinical procedures, interpersonal skills, and basic biological and anatomical knowledge. In recent years, there has been a growing call for a greater reliance upon testing as a studying and learning tool in the health professions (Brown, 2017 , EL: 6; Cilliers, 2015 , EL: 6; Chesluk et al, 2019 ; Fung et al, 2019 , EL: 6; Griffith et al, 2017 ; EL: 6; Kulasegaram & Rangachari, 2018 , EL: 3; Piza et al, 2019 ; EL: 5; Rapp et al, 2014 , EL: 6; Richmond et al 2019 , EL: 6). These calls typically promote testing in regularly spaced intervals in contrast to “cramming” study behavior (an issue we discuss in further detail below); the combination of testing and spacing over time has been termed spaced repetition .…”

Section: Introductionmentioning

confidence: 99%

Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

et al. 2023

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Although tests and assessments—such as those used to maintain a physician’s Board certification—are often viewed merely as tools for decision-making about one’s performance level, strong evidence now indicates that the experience of being tested is a powerful learning experience in its own right: The act of retrieving targeted information from memory strengthens the ability to use it again in the future, known as the testing effect. We review meta-analytic evidence for the learning benefits of testing, including in the domain of medicine, and discuss theoretical accounts of its mechanism(s). We also review key moderators—including the timing, frequency, order, and format of testing and the content of feedback—and what they indicate about how to most effectively use testing for learning. We also identify open questions for the optimal use of testing, such as the timing of feedback and the sequencing of complex knowledge domains. Lastly, we consider how to facilitate adoption of this powerful study strategy by physicians and other learners.

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Section: Introductionmentioning

confidence: 99%

Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

et al. 2023

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“…During the last decades, an extensive body of research aimed at improving learning in medical settings has been accumulated. In particular, numerous psychology and education reports have targeted strategies to improve retention of factual information, for instance retrieval practice; linking ideas with concrete examples; concept maps; use of audiovisual mnemonics [2,3]. Other aspects addressed include the use of testing as an active element of learning which appears more effective than studying repeatedly; active methods of repetition such as free recall when trying to remember information learned; retrieval of information at different time points for better retention of information [4].…”

Section: Introductionmentioning

confidence: 99%

Considering the role of neurodidactics in medical education as inspired by learning studies and music education

Trenado¹,

Leal²,

Ruge³

2020

Preprint

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A large body of research targeting learning in medical school has shown the benefit and importance of adopting appropriate learning strategies, nevertheless instruction and use of scientifically-based learning strategies is not standard in the medical school curriculum. In this commentary, we advocate the use of the principles of neurodicatics in the medical curriculum, namely by taking into consideration neurobiology principles of learning for optimizing learning strategies. The advancement and progress of learning technologies in the upcoming years and their adoption by medical students make this discussion highly relevant regarding proper establishment of an evidence-based science of education and learning, which would certainly impact medical education.

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Effectiveness of Remedial Teaching for Improving the Academic Performance of Poorly Performing Phase 1 Medical Students in Biochemistry Discipline at Government Medical College, Kozhikode, Kerala

Sreedhar¹,

Appunni²

2021

jebmh

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BACKGROUND Remedial teaching is an educational programme for increasing the academic performance of poorly performing students in a curriculum. Remedial teaching is finding specific learning difficulties in low achieving learners who are lagging behind in academics and providing them with necessary support and guidance to bring their academic performance closer to the required standard and to prevent them from occurring in future. METHODS This quasi-experimental study was conducted among first year medical students at Government Medical College, Kozhikode, Kerala from December 2019 to February 2020. All the sixty-four students who scored less than 50 % of marks in Biochemistry first internal examination were identified as poor performers. They were divided in to two groups, A and B, each consisting of thirty-two students by simple random method. The study skills of group A and group B students were assessed using study skills assessment questionnaire. They were also assessed on non-academic problems that affect their studies through open-ended interviews. Both the group students received academic support that included conceptual learning, logical thinking, reasoning skills and answering methods. In addition, group A students were given remedial teaching comprising study skills training, counselling sessions and motivation classes. At the end of eight weeks, a summative assessment was conducted for both the groups. A four-point Likert scale feedback questionnaire on remedial teaching was collected from group A students. Statistical analysis was performed using Statistical Package for Social Sciences (SPSS) version 16. RESULTS The mean mark of group A that received remedial teaching was significantly higher (P < 0.0001) than group B. The difference in mean marks between pre-test and post-test in group A was statistically significant (P < 0.0001). CONCLUSIONS Remedial teaching sessions are effective for improving the academic performance of poorly performing students in the subject of Biochemistry. KEYWORDS Remedial Teaching, Academic Support; Study Skills; Counselling; Motivation

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Study tips for medical students

Abstract: Examples of evidence based revision strategies

Cited by 3 publications

References 15 publications

Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

Considering the role of neurodidactics in medical education as inspired by learning studies and music education

Effectiveness of Remedial Teaching for Improving the Academic Performance of Poorly Performing Phase 1 Medical Students in Biochemistry Discipline at Government Medical College, Kozhikode, Kerala

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