The transition from high school to university: a medical student&amp;rsquo;s perspective

Juma, Fatema Zehra; Abas, Tamkin; Banu, Shiria

doi:10.2147/amep.s114753

Cited by 7 publications

(4 citation statements)

References 2 publications

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“…The contents of the questionnaire were constructed from various literature items on study skills, study habits, performance and confidence, and local contextual factors with implications for education delivery at an institutional level (Juma, Abas and Banu, 2016;Medical Schools Council 2014;Cebeci et al, 2013;Mendezabal, 2013;Chessel, 1986). The questionnaire was piloted on 12 students prior to wider dissemination to ensure functionality, syntax, and to avoid overlooking errors.…”

Section: Methodsmentioning

confidence: 99%

“…Once students matriculate at medical school, those who once found themselves at the top of their school class, often realise their academic performance is average, if not below average, when compared to their highly talented and academically-able peers within medical school cohorts (Juma, Abas and Banu, 2016). The transition from the comparatively stable, didactic schooling to the drastically different reality of medical school is challenging, where the volume of educational material is significant and the time to process learning is minimal.…”

Section: Introductionmentioning

confidence: 99%

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Study Skills, Social Life and Confidence in Undergraduate Medical Students

Grafton-Clarke¹,

Garner²

2018

MedEdPublish

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Background: The transition into medical education can cause frustration, poor academic performance and disengagement from study. The factors contributing to success require thorough investigation to allow medical education institutions to understand the contextual factors surrounding achievement. This study aims to identify the relationships between educational and wider contextual factors and the impact on academic performance.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Study Skills, Social Life and Confidence in Undergraduate Medical Students

Grafton-Clarke¹,

Garner²

2018

MedEdPublish

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“…Career guidance is essential in creating awareness on the demanding nature of the medical programme (e.g. heavy workload and highly stressful environment) and faculty members can meet and educate high school students to have dialogues on the medical programme and its career life (Juma, Abas, & Banu, 2016). These visits may prepare students for the crux of becoming a medical doctor which emphasizes on intrinsic motivation (i.e.…”

Section: Initial Motivations Of Students For Choosing the Medical Promentioning

confidence: 99%

I am Becoming a Doctor: Mine or Someone Else’s Will? Or Does it Even Matter? A Qualitative Investigation

Foong

Nazri

Holder

2018

EURASIA J MATH SCI T

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This study explored the motivation of underperforming students at three points of time: applying the programme, studying in Year 1 and during their repeating year due to academic failure. Six underperforming Year 1 students were interviewed on their initial motivations for choosing the medical programme. Triangulation of analysts was applied in the narrative analysis. Later, these students completed the Academic Motivation Scale (AMS) questionnaire twice to reflect on their learning experience in Year 1 and their repeating year. Results showed that these students initially had a mix of amotivation, intrinsic motivation and extrinsic motivation upon applying the medical programme where the worst case scenario was that students genuinely "did not know why". It was further shown that their motivation for studying medicine was unchanged, increased or decreased over a period of time. Although this study fails to support the notion that initial motivation matters in influencing academic success, the AMS results proved that student motivation could also change over time. Hence, more effort is needed to nurture intrinsic motivation after enrolling into medical schools.

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“… 1 It is often stated that study skills that made students successful in high school turn out quite insufficient and inefficient for success in medical school. 2 Students realize that the overwhelming burden of information needs to be addressed and requires certain coping strategies. It is also evident that those whoface difficulty in coping, come under huge academic pressure, resulting in their poor academic performance.…”

Section: Introductionmentioning

confidence: 99%

A study skills course for First-Year Medical Students: Experience of a Private Medical School in Pakistan

et al. 2020

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Objectives: To share the experience of study skill module development and implementation for first year MBBS students at Liaquat National Hospital and Medical College (LNH&MC). To compare the change in students’ self- assessment of their knowledge of study skills before and after the course. Methods: This quasi-experimental study was conducted from November 2019 to April 2020. A structured study skills course was offered to 100 first year MBBS students of Liaquat National Hospital & Medical College, Karachi. Steps involved in the development included identification of outcomes, instructional objectives, content and instructional strategies. Students were given two questionnaires. In the first questionnaire, students rated their interest in implementing the learning techniques learnt. In the second questionnaire, students rated their level of knowledge of effective study skills before and after the course. Analysis included computing percentages for students’ preferred study skill technique. Change in knowledge was assessed by comparing retrospective pre-post self-rating using Wilcoxon Signed Ranks Test (two-tailed). Results: Analysis of survey forms showed that more than 50% of the students were willing to implement active listening techniques, metacognitive note taking and writing reflections in their future study practice.There was also a statistically significant change in students’ self-rating of their knowledge about study skills (pre-test median 3, post-test median 4, p0.00). Conclusion: This study provides an insight of structured study skills course development and implementation in early medical college studies that could help them in combating academic stress. In addition, students’ response about their preferred technique and their feedback comparison concluded their positive attitude towards the course. doi: https://doi.org/10.12669/pjms.37.1.2772 How to cite this:Ali S, Tabassum A, Hashmi MSS, Huda N. A study skills course for First-Year Medical Students: Experience of a Private Medical School in Pakistan. Pak J Med Sci. 2021;37(1):65-70. doi: https://doi.org/10.12669/pjms.37.1.2772 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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The transition from high school to university: a medical student’s perspective

Cited by 7 publications

References 2 publications

Study Skills, Social Life and Confidence in Undergraduate Medical Students

Study Skills, Social Life and Confidence in Undergraduate Medical Students

I am Becoming a Doctor: Mine or Someone Else’s Will? Or Does it Even Matter? A Qualitative Investigation

A study skills course for First-Year Medical Students: Experience of a Private Medical School in Pakistan

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