Effective Way of Studying and Learning in Medical School

Niroula, Shreya; Niroula, Aliska

doi:10.31729/jnma.5258

Cited by 4 publications

(4 citation statements)

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“…[ 11 ] In medical colleges, the ability to study efficiently is crucial for acquiring the large quantity of information and abilities required for medical knowledge. [ 12 ] There are many studies on learning but very few on the memory of medical students. Hence, the goal of this study was to understand the metamemory functioning, memory strategies used, and to see if there were any gender differences in metamemory functioning among medical students.…”

Section: Discussionmentioning

confidence: 99%

Metamemory functioning and memory strategies used among medical students

Kancharla

Kanagaraj²,

Gopal³

2023

Journal of Education and Health Promotion

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BACKGROUND: Metamemory can be described as an intentional endeavor to guide or control one's memory processes. In other words, awareness and knowledge of one's own memory process and strategies for using the memories effectively. Planning, allocating cognitive resources, selecting strategies, assessing understanding, and evaluating performance all rely heavily on metamemorial information. For efficient learning, good memory abilities are necessary. This study aimed to understand metamemory functioning and to see if there were any gender differences in metamemory functioning among medical students. MATERIALS AND METHODS: This cross-sectional study was conducted by collecting data from 350 medical students using the Memory Functioning Questionnaire in 2021. The sample group was selected from medical colleges in South India such as Kerala, Karnataka, Tamil Nadu, Telangana, and Andhra Pradesh using a purposive sampling technique. This questionnaire focused on the seriousness of forgetting, the rate at which people recalled things over time, and frequency of use of mnemonics and techniques that assist memory. Descriptive statistics, independent sample t -test, correlation, and regression were used for analysis. RESULTS: There was a significant difference based on gender among medical students in general memory functioning and frequency of forgetting ( P < 0.001). Similarly, it was also found that gender was a major predictor of general memory functioning and frequency of forgetting among medical students ( P < 0.001). CONCLUSION: Most medical students believe they have a minor memory issue. Even if the majority of medical students forget information, the vast majority of them believe they have an exceptional memory. Gender acts as a significant predictor of general memory performance and forgetfulness.

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Section: Discussionmentioning

confidence: 99%

Metamemory functioning and memory strategies used among medical students

Kancharla

Kanagaraj²,

Gopal³

2023

Journal of Education and Health Promotion

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“…Este esquecimento pode ser reduzido ou postergado caso o aluno aplique técnicas específicas, como a repetição baseada em perguntas (Wollstein & Jabbour, 2022). Entretanto, a maior parte dos alunos não possui conhecimento de como estudar de forma eficaz, e apesar da luta constante em reter as informações estudadas, os discentes, por vezes, acabam por esquecer o que foi abordado (Karpicke, 2012;Niroula & Niroula, 2020).…”

Section: Introductionunclassified

“…Entretanto, trabalhos mostram que, aparentemente, os alunos tendem a não utilizar estas estratégias previamente citadas, não empregando, assim, técnicas de aprendizagem mais eficientes, costumando praticar métodos que, em geral, apenas acrescentam conhecimento efêmero e passageiro, possivelmente visando a realização de provas a curto prazo (Soderstrom & Research, Society and Development, v. 13, n. 3, e0513345200, 2024 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v13i3.45200 3 Björk, 2015;Mccabe, 2011;Bauler et al, 2020). Isso pode ocorrer devido à falta de conhecimento, por parte destes alunos, de quais técnicas são eficazes (Niroula & Niroula, 2020).…”

Section: Introductionunclassified

Uso de recordação ativa entre estudantes de medicina: Um estudo transversal

Rocha,

Campelo,

Albuquerque

et al. 2024

RSD

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Introdução: O conhecimento médico está em constante evolução. A retenção de informações, objetivando a manutenção a longo prazo é essencial, mas muitos não conhecem ou possuem dificuldades na aplicação de técnicas de estudo eficientes. A prática de recuperação ativa pode melhorar o aprendizado, mas os estudantes muitas vezes não a empregam eficazmente. Objetivo: Este estudo tem como objetivo avaliar o conhecimento e uso de técnicas ativas de estudo por estudantes de medicina em um Centro Universitário no Ceará. Material e métodos: Foi realizado um estudo transversal observacional quantitativo, no período de março a junho de 2023, com alunos dos quatro primeiros anos de um curso de Medicina em um Centro Universitário no estado do Ceará. Além de dados demográficos, havia perguntas relacionadas ao emprego de métodos de estudo ativo e sua percepção de eficiência. O projeto foi aprovado pelo Comitê de Ética em Pesquisa da Instituição. Resultados: Foram analisadas 379 respostas. A maioria estava no quinto ao sétimo semestre (53,8%). Cerca de 72% conheciam os métodos ativos de estudo, mas 51,5% não havia recebido orientações sobre o assunto durante a graduação. As técnicas de estudo mais e menos utilizadas foram identificadas, e os alunos possuíam preferência por utilização de técnicas passivas de estudo. Conclusão: Há uma desconexão entre a utilização de técnicas ativas e passivas de estudo. Muitos ainda adotam abordagens menos eficientes (técnicas passivas) e carecem de conhecimento sobre métodos ativos. Conhecer sobre recordação ativa na formação médica poderia permitir maior retenção de conhecimento dos discentes.

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“…Due to the extensive medical curriculum, undergraduate medical students need help in the long-term retention of knowledge taught in clinical and nonclinical disciplines. Furthermore, medical students are in critical need of efficient self-study teaching and learning methods to help them retain the vast amounts of knowledge and clinical skills required to fulfil medical school competencies [ 1 ]. However, students must be aware of efficient learning strategies that can improve their long-term memory retention [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of spaced repetition for clinical problem solving amongst undergraduate medical students studying paediatrics in Pakistan

Durrani,

Yousuf,

Ali

et al. 2024

BMC Med Educ

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Background Studies using spaced repetition for teaching and learning in undergraduate clinical rotations such as paediatrics are limited, even more so in the South Asian region. Therefore, this study aimed to identify the effectiveness of utilizing spaced repetition compared to traditional learning methods among undergraduate medical students during their paediatric rotation at a medical university in Pakistan. Methods Bahria University Medical and Dental College (BUMDC) conducted quasii-experimental research in Karachi. Four topics were identified from the Year 5 Pediatrics curriculum to be used in the study, using which the study content was developed along with 50 multiple choice questions (MCQs) for assessment. All BUMDC Year 5 medical students rotating in Pediatrics were included and randomly allocated to the control or intervention group. In the control group, they provided the students with traditional study methods consisting of books and lectures to learn topics. In the intervention group, we created an Anki flashcard deck of the same topics to enable learning via spaced repetition. The researchers conducted a pretest and post test assessment of the 50 MCQs in both groups at the beginning and after the four-week study interval. The data were analysed using SPSS 19. Results A total of 115 BUMDC medical students agreed to participate in the study; 70 (59.1%) were in the intervention group, and 45 (41.7%) were in the control group. The pretest mean score of the control group was 27.96 ± 3.70, and the posttest mean score was 27.22 ± 5.02, with no statistically significant difference at the 95% confidence level. The mean score of the pretest for the intervention group was 27.93 ± 4.53, and that of the posttest was 30.8 ± 4.56, with a statistically significant difference at the 95% confidence level. The intervention showed a significant effect size of 0.8. Conclusion The use of spaced repetitions resulted in significantly greater scores for medical students studying paediatrics than for those using more traditional methods of learning, compromising medical books and lectures. Considering that medical students need to retain a vast amount of information, using spaced repetition through flashcards can be a more effective learning tool that is more cost-efficient and time-efficient than traditional learning methods.

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Effective Way of Studying and Learning in Medical School

Cited by 4 publications

References 12 publications

Metamemory functioning and memory strategies used among medical students

Metamemory functioning and memory strategies used among medical students

Uso de recordação ativa entre estudantes de medicina: Um estudo transversal

Effectiveness of spaced repetition for clinical problem solving amongst undergraduate medical students studying paediatrics in Pakistan

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