Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study.
| Autor: | Spicer JO; Department of Medicine, Emory University School of Medicine, Atlanta, GA, USA., Ujunwa KC; Department of Global Health, Rollins School of Public Health, Emory University, Atlanta, GA, USA., Witt LS; Department of Medicine, Emory University School of Medicine, Atlanta, GA, USA., Meka J; Department of Medicine, Jacobs School of Medicine and Biomedical Sciences, Buffalo, NY, USA., Gooding HC; Department of Pediatrics, Emory University School of Medicine, Atlanta, GA, USA. |
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| Jazyk: | angličtina |
| Zdroj: | Medical teacher [Med Teach] 2023 Dec; Vol. 45 (12), pp. 1380-1386. Date of Electronic Publication: 2023 Jun 04. |
| DOI: | 10.1080/0142159X.2023.2218537 |
| Abstrakt: | Purpose: Applying effective learning strategies to address knowledge gaps is a critical skill for lifelong learning, yet prior studies demonstrate that medical students use ineffective study habits. Methods: To address this issue, the authors created and integrated study resources aligned with evidence-based learning strategies into a medical school course. Pre-/post-course surveys measured changes in students' knowledge and use of evidence-based learning strategies. Eleven in-depth interviews subsequently explored the impact of the learning resources on students' study habits. Results: Of 139 students, 43 and 66 completed the pre- and post-course surveys, respectively. Students' knowledge of evidence-based learning strategies was unchanged; however, median time spent using flashcards (15% to 50%, p < .001) and questions (10% to 20%, p = .0067) increased while time spent creating lecture notes (20% to 0%, p = .003) and re-reading notes (10% to 0%, p = .009) decreased. In interviews, students described four ways their habits changed: increased use of active learning techniques, decreased time spent creating learning resources, reviewing content multiple times throughout the course, and increased use of study techniques synthesizing course content. Conclusion: Incorporating evidence-based study resources into the course increased students' use of effective learning techniques, suggesting this may be more effective than simply teaching about evidence-based learning. |
| Databáze: | MEDLINE |
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