Study Habits of Medical Students: An Analysis of which Study Habits Most Contribute to Success in the Preclinical Years

Liles, Jenny; Vuk, Jasna; Tariq, Sara

doi:10.15694/mep.2018.0000061.1

Cited by 22 publications

(23 citation statements)

References 28 publications

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“…Engaging with the lecture recording as described above is one way to support these revision session. If the live lecture was attended it seems to be an ineffective strategy to simply re-watch the recording (Liles et al, 2018). A spaced approach to learning, i.e.…”

Section: Identify Problem Areas and Watch Specific Sections Of A Recomentioning

confidence: 99%

Lecture capture: Practical recommendations for students and instructors.

Nordmann¹,

Küepper-Tetzel²,

Robson³

et al. 2022

Scholarship of Teaching and Learning in Psychology

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In this paper, we provide practical recommendations to help promote self-regulated strategies for the use of lecture capture for both students and instructors. For students, we suggest that the importance of attendance and effective note-taking should be reinforced, as well as specifying how lecture capture can best be used as a catch-up or revision aid. For instructors, we highlight the need to provide guidance for students on how to learn and to adopt a context-dependent approach to lecture capture based on pedagogical considerations, rather than all-or-nothing. Regarding the issue of the relationship between lecture capture and attendance, we suggest the focus should move to a more nuanced discussion of why students fail to attend lectures and how they are using lecture capture. Finally, we discuss other concerns commonly raised by instructors related to lecture capture. Our student guidance is available for dissemination in infographic form at https://osf.io/esd2q/files/. review of the literature, Witthaus and Robinson (2015) state that empirical studies rarely indicated that much advice was given to students on how to use lecture capture. There are excellent examples of guidance available at the local level (see e.g., "7 ways to get the most out of lecture capture: A guide for students"), but it is notable that the existence or use of such guidance does not always permeate to the instructor level, perhaps because the format of the guidance generally targets students, or perhaps because it has not been accompanied by a robust evidence base. We are not alone in thinking that there is a need for more guidance, but rather join recent calls for support for both students and instructors (French & Kennedy, 2017; MacKay, 2019) in recognition that neither should be expected to instinctively understand how best to use lecture capture without explicit guidance. Research on the impact of lecture capture has lagged behind the adoption of lecture capture and there is more work to be done. However, this should not preclude us from applying the wealth of cognitive and educational research on learning and teaching more generally to help support the use of lecture capture whilst this work evolves. Thus, the aim of the current paper is to provide guidance to students and instructors on how effective learning and teaching strategies can support the use of lecture recordings in higher education. Our paper is predominantly aimed at higher education practitioners, namely those involved in the provision of lecture recordings-instructors, learning technologists, and policy makers. However, to aid dissemination of our guidelines to students, we also provide infographic institution-agnostic guides in English, German, Welsh, and Dutch, that can be shared with students where lecture capture is used (see LINK REDACTED FOR REVIEW, SEE SUPPLEMENTARY MATERIALS). Whilst we will discuss relevant research, for a comprehensive overview of the lecture capture literature or policies we direct the interested reader to existing reviews (e.g., O'Cal...

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Section: Identify Problem Areas and Watch Specific Sections Of A Recomentioning

confidence: 99%

Lecture capture: Practical recommendations for students and instructors.

Nordmann¹,

Küepper-Tetzel²,

Robson³

et al. 2022

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

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“…The relatively lackluster effects of rereading just for the sake of reading also arise when students rewatch video‐recorded lectures. Liles et al () recently reported that many medical students who received “C” grades reported rewatching online lectures as a learning strategy, whereas those who received “A” grades almost never reported rewatching lectures. These data corroborate the observations that rereading and rewatching lectures are ineffective learning strategies.…”

Section: Blueprint To Learningmentioning

confidence: 99%

An evidence‐based approach to learning clinical anatomy: A guide for medical students, educators, and administrators

et al. 2018

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The amount of information that medical students learn is voluminous and those who do not use evidence‐based learning strategies may struggle. Research from cognitive and educational psychology provides a blueprint on how best to learn science subjects, including clinical anatomy. Students should aim for high‐cognitive learning levels as defined in the SOLO taxonomy. Using a real‐world example from a modern clinical anatomy textbook, we describe how to learn information using strategies that have been experimentally validated as effective. Students should avoid highlighting and rereading text because they do not result in robust learning as defined in the SOLO taxonomy. We recommend that students use (1) practice testing, (2) distributed practice, and (3) successive relearning. Practice testing refers to nonsummative assessments that contain questions used to facilitate retrieval (e.g., flashcards and practice questions). Practice questions can be fill‐in, short‐answer, and multiple‐choice types, and students should receive explanatory feedback. Distributed practice, the technique of distributing learning of the same content within a single study session or across sessions, has been found to facilitate long‐term retention. Finally, successive relearning combines both practice testing and distributed practice. For this strategy, students use practice questions to continue learning until they can answer all of the practice questions correctly. Students who continuously use practice testing, distributed practice, and successive relearning will become more efficient and effective learners. Our hope is that the real‐world clinical anatomy example presented in this article makes it easier for students to implement these evidence‐based strategies and ultimately improve their learning. Clin. Anat., 2018. © 2018 The Authors. Clinical Anatomy published by Wiley Periodicals, Inc. on behalf of American Association of Clinical Anatomists.

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“…Deciding on powerful techniques to study in medical school is of utmost significance. 17 Subsequently, a comprehension of the kinds of study habits that are best in medical school is imperative, as the early realization of the study habits that are associated with progress can assist students in reaching their maximum capability and accomplishing proficiency during the pre-clinical and clinical years, which will help them in the residency selection program. 18,19 One of the core academic aims has always been the enhancement of student success.…”

Section: Introductionmentioning

confidence: 99%

Study Habits of Highly Effective Medical Students

Abdulrahman¹,

Khalaf²,

Abbas³

et al. 2021

AMEP

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Background: Study habits have been the most significant indicator of academic performance and play a unique role in students' academic accomplishment. The study is aiming to determine the most common study habits of highly successful medical students and their relation to academic achievement. Methods: A cross-sectional observational study was conducted from September to December 2019 among medical students of both gender from six medical colleges in Saudi Arabia. The students answered the standardized questionnaires to study the different learning habits among medical students, including learning prioritization, knowledge retention strategies, motivation, daily hours of studying, study learning resources. Results: Six hundred and seventy-five medical students enrolled themselves electively into the study. The results showed a significant correlation between study habits and students' academic accomplishments. The top ten study habits of highly effective medical students are managing their time effectively, they get rid of interruptions (phone, family, friends) that disrupt their daily work, they use goal-setting to determine their most important activities, their daily study hours is ranging between 3 and 4 hours, they study alone for knowledge retention of medical information, learn from multiple sources and invest in technology with high efficiency, they contribute to the teaching of their peers, they study the main lecture slides with notes when no exam is coming, and they study lecture slides with notes and previous exam questions when preparing for upcoming exams; finally, they maintained motivation for self-gratification and fulfillment of their family dreams. Conclusion: This study's outcomes consolidate general study practices that can be credited to learning achievement and expand recognition to inspire less accomplished students by investigating and exploring factors that have enhanced and worked for many accomplished students.

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Study Habits of Medical Students: An Analysis of which Study Habits Most Contribute to Success in the Preclinical Years

Cited by 22 publications

References 28 publications

Lecture capture: Practical recommendations for students and instructors.

Lecture capture: Practical recommendations for students and instructors.

An evidence‐based approach to learning clinical anatomy: A guide for medical students, educators, and administrators

Study Habits of Highly Effective Medical Students

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