Passive learning: a marker for the academically at risk

Abstract

The authors found that students who exhibited passive learning behavior (i.e. early and consistent signs of being disengaged during formal, curriculum-based interactive activities) were at greater risk of experiencing academic difficulty during the first two years of medical school.

Predicting performance: relative importance of students’ background and past performance

“…This confirms the suggestion that the identification of at‐risk students based on the first results of the interaction between a student and the academic environment is more accurate than identification using entry qualifications and is also in line with the findings of others . Next to poor grades, failure to partake in examinations was an additional predictor for poor Year 1 performance, which is in line with earlier findings by ourselves and others showing that active participation in scheduled learning activities is related to better performance …”

“…4,18 Next to poor grades, failure to partake in examinations was an additional predictor for poor Year 1 performance, which is in line with earlier findings by ourselves and others showing that active participation in scheduled learning activities is related to better performance. 28,29 Other pre-admission characteristics, such as having a medical doctor as a parent, being selected by admission testing, having a foreign pre-university education and having a Surinamese/Antillean background were independent predictors, but again only in the model that did not include early performance at medical school. Apparently, the differences found in Year 1 performance for these subgroups can be explained to a large extent by performance during the first months at medical school.…”

O ensino de semiologia médica sob a visão dos alunos: implicações para a reforma curricular

“…Um grande desafio da transformação curricular é construir coletivamente o projeto pedagógico centrado no aluno, fazendo com que ele acesse informações, formule hipóteses, fomente dúvidas, e seja o sujeito da aprendizagem com a ação facilitadora do docente. É um grande desafio não somente devido às dificuldades de capacitação docente já discutidas, como também devido ao comportamento passivo do aluno [18][19][20] . Por outro lado, a liberalização das atividades educacionais com a escolha dos conteúdos, métodos e sistema de avaliação por docentes com capacitação pedagógica inadequada cria mais distorções e heterogeneidade na formação discente, sendo incompatível com programas de excelência no ensino 17 .…”

At-risk medical students: implications of students’ voice for the theory and practice of remediation

“…The education literature provides a clear catalogue of the reasons why some students struggle at medical school, including: problems with time management; 1 over‐reliance on passive learning; 2,3 insufficient background and content knowledge; 4 weakness in literacy, numeracy, study skills, test‐taking strategies or critical thinking, 5,6 and a general lack of the self‐regulatory and metacognitive skills that are correlated with academic success 7–10 . However, these weak students tend to avoid seeking assistance 11–13 …”