“What medical students with better academic results do: a cross-sectional analysis”

Abstract

Background With university material doubling over time, medical students need to learn how to become successful life-long learners. Overall a Deep Approach (DA) to learning, and Self-Regulation (SR) skills are among the elements with a potential to accelerate learning, and Student Engagement (SE) has been associated with better university outcomes. However, specific recommendations concerning what students should do are lacking. The aim of this study was to identify above-average students’ specific attitudes and strategies toward learning. Methods A cross-sectional analysis of the answers to the validated questionnaires Revised Study Process Questionnaire (R-SPQ-2F), SE, and Motivated Strategies for Learning Questionnaire (MSLQ) of 155 s and third-year students included in a prospective interventional study in the University of Navarre in September 2020 was performed. Students were stratified according to their standardized average mean in above-average (mean > 0) and below-average (mean ≤ 0). Results Overall, 67.1% of students scored higher in DA than in Surface Approach (SA) and had very high Intrinsic Value (IV, median 5.9). A higher proportion of above-average students had DA > SA score (72.7% vs 57.1%, p = 0.05), and showed higher scores in SR (median 4.9 vs 4.3, p = 0.007) compared to below-average, while the latter scored higher in SA (median 24.5 vs 23, p = 0.04), and surface motive (median 11 vs 9, p = 0.007). No differences were found in SE, and both groups had average scores in the cooperative dimension. Differences were rooted to hard work, interest over material and prioritizing understanding over rote-learning motives and aligned strategies. Conclusions Curricula design and assessment should be aligned to promote DA and SR skills among learners. Furthermore, it is paramount that teachers help instill students with interest over material and encourage understanding and hard work, since are traits associated with better results. More studies concerning metacognition and other promising traits for becoming life-long learners and prepared professionals should be made.

Cramming Analysis Based on Time to Start Studying and Time the Exam being Held

“…Students' study sessions outside class are important learning opportunities in university or college courses. When students study longer, they tend to score better on tests [59] until a point where further addition of study time does not govern to significant improvements in test/exam result [60]. Low-performing students who intentionally increase their study time and evoking their own interest on the subject being studied can encounter the highest benefit in academic performance [61].…”

Motivation in virtual classrooms during COVID-19: experiences of nursing students

“…Asimismo, el marcar la diferencia con los compañeros era como autoevaluarse, pero todo ello viene hacer el resultado de los esfuerzos que les hace ser cada día mejores para alcanzar los objetivos y de esta manera van conociendo más la carrera y culminar con buenos promedios. (31) Además, indicaron que los materiales didácticos contribuyen a la construcción de una clase dinámica y a comprender mejor el tema, a su vez el conocer cosas nuevas resultan del todo emocionantes porque les reta a mejorar, comentan que la vida está de llena de cambios por lo que deben aprender, ya que les ayudará a afrontar nuevas cosas en el futuro, estos conocimientos los aplicaran en la vida personal y profesional y ser reconocidas a nivel mundial. (32) Al igual, a los entrevistados les gustaba que todo les salga bien, pero había ocasiones que se presentaban dificultades y complicaciones en el quehacer académico, pero eran conscientes que tenían que corregirse y continuar en el camino de aprendizaje, es importante para no desanimarse en las posteriores clases.…”