Association between Academic Learning Strategies and Annual Examination Results among Medical Students of King Edward Medical University

Tariq, Saira; Khan, Muhammad Arif; Afzal, Saira; Shahzad, Sheikh Raza; Hamza, Mohammad; Khan, Haania Aimen; Qamar, Fatima; Javed, Maryam; Ashraf, Muhammad Farhan; Mubarak, Fareeha; Puri, Bushra Iqbal; Masood, Taha; Kazim, Fatima; Shaukat, Tanveer; Shaikh, Shafia

doi:10.21649/akemu.v22i2.1290

Cited by 12 publications

(17 citation statements)

References 5 publications

(5 reference statements)

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“…showing a higher use of learning strategies. Previous studies in other parts of the world have also shown that female students have a higher level of competence and willingness to perform better in their academic programs (DiPrete & Buchmann, 2013;Tariq et al, 2016;Quadlin, 2018). This result is also in agreement with the results obtained by Vega-Hern andez et al (2017).…”

Section: Learning Strategies and Academic Performancesupporting

confidence: 89%

“…Pennequin, Sorel, Nanty, & Fontaine, 2010;Muelas & Navarro, 2015;Pinto, Bigozzi, Vettori, & Vezzani, 2018;Tan, 2019), while others found that the relationship between learning strategies and academic achievement was negative such as in Vettori, Vezzani, Bigozzi and Pinto (2020). Furthermore, a few studies did not find any association between learning strategies and student performance (see Tariq et al, 2016). In their study, Chiu, Chow and Mcbride-Chang (2007) found that different contextual factors such as the economic and cultural background of the students may substantially affect the association between learning strategies and academic achievement.…”

Section: Introductionmentioning

confidence: 96%

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The impact of learning strategies on the academic achievement of university students in Saudi Arabia

Almoslamani

2022

LTHE

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PurposeThis study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.Design/methodology/approachThe study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.FindingsThe study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.Research limitations/implicationsThe study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.Originality/valueWhile there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.

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Section: Learning Strategies and Academic Performancesupporting

confidence: 89%

Section: Introductionmentioning

confidence: 96%

The impact of learning strategies on the academic achievement of university students in Saudi Arabia

Almoslamani

2022

LTHE

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“…Gürpınar et al also showed that, although some of the students have a distinctive learning style, according to curriculum and learning methods, students tend to learn more systematically (3). The relationship between learning styles and academic performance has been studied, mostly have shown no difference (5,9,10,13). While the learners with reflective observation were successful in teamwork in problem solving, the intuitive learners were found to be more successful in basic medical sciences and clinical pathology than the others.…”

Section: Discussionmentioning

confidence: 99%

The Relationship between The Learning Styles and Academic Performance of Medical Faculty Students

Arıcı

Sarıkaya

Yabacı

2021

Clinical and Experimental Health Sciences

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Objective: Medical students have with different learning styles and different educational backgrounds. While the curriculum is being prepared, the success of students this situation should be considered. This study is designed to reveal the learning styles of the second-year medical students and to compare their academic performance with their learning style.Methods: One hundred and four students of 2nd-year Bezmialem Vakif University Medical School are included in the study. To reveal the learning styles, Kolb's Learning Styles Inventory applied to all students. Also, the academic performance of each student was listed. We compared the statistical relationship between gender and academic performance with students' learning styles.Results: Of the 104 students' there was 59 female, 45 male in gender. According to the questionnaire, most of the female and male students were assimilators (abstract-passive learners) (%58.5) and divergers (concrete -passive) (%28.8). Students' academic performance results were between 75-80. We did not find a statistically significant difference between gender and students'learning styles and academic performance results ( p>0.05). Conclusion:Identifiying and monitoring of students' learning styles in the universities especially in medical schools is neglected. However, we should know students' learning style in order to recognize their learning habits shaped by previous learning experiences and to improve their success. Moreover, it is important to improve students' performance by using learning strategies and methods suitable for different learning styles.

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“…Interprofessional education is meant to provide students opportunities to develop, train, and learn collaboration skills and each medical university should implement this type of education as a regular training, since it is often challenging to achieve good interprofessional teamwork [ 64 ]. It is true that awareness regarding the need for interprofessional education during medical school has increased considerably during the last few years, but students’ attitudes towards this type of training remain an issue since they seem to be influenced by multiple factors such as gender, learning styles or personality traits [ 8 , 23 , 24 , 25 , 26 , 27 ]. Thus, once more, we emphasise that a thorough understanding of personality traits in medical students could considerably improve their attitudes towards interprofessional education and collaboration by providing teachers the opportunity to design proper teaching methods adjusted to medical students’ personality traits and their preferences for different learning styles.…”

Section: Personality Traits In Medical Students—the Core Of the Doctor–patient Relationshipmentioning

confidence: 99%

A Holistic Approach of Personality Traits in Medical Students: An Integrative Review

Suciu

Meliţ

Mărginean

2021

IJERPH

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Personality is one of the most crucial aspects of human life, since it influences all human behaviours in both personal and social life, and might also trigger important conflicts with a person’s surroundings in the setting of incompatible traits and characteristics. It is true that ‘one must be born’ for a certain medical specialty, but several components of personality might be educated with proper training. Increased levels of Conscientiousness, Agreeableness, and Openness associated with lower levels of Neuroticism might represent the key combination for achieving professional satisfaction in the medical profession. Medical students should receive proper interprofessional education, since effective interprofessional relationships among healthcare providers definitely improve patients’ safety. Empathy contributes to effective patient–physician communication, improving patient trust, compliance, and satisfaction, being positively correlated with Openness, Agreeableness, Conscientiousness and Extraversion. Emotional intelligence—the capacity to respond to one’s own and others’ emotions—was proven to contribute, in a synergistic way with empathy, to increasing empathic ability. Clinical communication skills represent a key component in medical students in order to achieve the best patient care, and they are certainly related and/or influenced by empathy, interprofessional collaboration skills, emotional intelligence and, especially, personality traits. Taking into account the complex interactions mentioned above, the implementation of effective courses based on these concepts in medical students, intending to promote the development of clinical communication skills, represents a real emergency, since it might result in a reduction in medical errors and subsequent related deaths. A thorough understanding of students’ personality is mandatory before designing these courses in order to provide a training tailored to their personality styles.

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Association between Academic Learning Strategies and Annual Examination Results among Medical Students of King Edward Medical University

Cited by 12 publications

References 5 publications

The impact of learning strategies on the academic achievement of university students in Saudi Arabia

The impact of learning strategies on the academic achievement of university students in Saudi Arabia

The Relationship between The Learning Styles and Academic Performance of Medical Faculty Students

A Holistic Approach of Personality Traits in Medical Students: An Integrative Review

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