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Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school
BACKGROUND: Efficient learning is essential for successful completion of the medical degree and students use a variety of strategies to cope with university requirements. However, strategies that lead to academic success have hardly been explored. We therefore evaluated the individual learning appro...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7822504/ https://www.ncbi.nlm.nih.gov/pubmed/33481952 http://dx.doi.org/10.1371/journal.pone.0245851 |
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author | Hogh, Annemarie Müller-Hilke, Brigitte |
author_facet | Hogh, Annemarie Müller-Hilke, Brigitte |
author_sort | Hogh, Annemarie |
collection | PubMed |
description | BACKGROUND: Efficient learning is essential for successful completion of the medical degree and students use a variety of strategies to cope with university requirements. However, strategies that lead to academic success have hardly been explored. We therefore evaluated the individual learning approaches used by a cohort of medical students in their first and second preclinical years and analyzed possible correlations with examination scores. METHODS: 107 students participated in our longitudinal survey on cognitive, meta-cognitive and resource-oriented learning strategies using the LIST-questionnaire (Lernstrategien im Studium). The students were surveyed twice while in their first and second year of medical school, respectively and academic performances were assessed as scores obtained in two examinations written shortly after the LIST surveys. Statistical evaluations included comparisons and cluster analyses. RESULTS: We here identified four different patterns of learning strategy combinations, describing the relaxed, diligent, hard-working, and sociable learners. About half of the students stayed true to their initially registered pattern of learning strategy combinations while 53 students underwent a change between the first and second surveys. Changes were predominantly made between the relaxed and the sociable and between the diligent and the hard-working learners, respectively. Examination results suggested that the diligent and hard-working learners were academically more successful than the relaxed and sociable ones. CONCLUSION: Early habits of sociable learning were quickly abandoned however, not in favor of more successful patterns. It is therefore essential to develop interventions on learning skills that have a lasting impact on the pattern of the students´ learning strategy combinations. |
format | Online Article Text |
id | pubmed-7822504 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-78225042021-01-29 Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school Hogh, Annemarie Müller-Hilke, Brigitte PLoS One Research Article BACKGROUND: Efficient learning is essential for successful completion of the medical degree and students use a variety of strategies to cope with university requirements. However, strategies that lead to academic success have hardly been explored. We therefore evaluated the individual learning approaches used by a cohort of medical students in their first and second preclinical years and analyzed possible correlations with examination scores. METHODS: 107 students participated in our longitudinal survey on cognitive, meta-cognitive and resource-oriented learning strategies using the LIST-questionnaire (Lernstrategien im Studium). The students were surveyed twice while in their first and second year of medical school, respectively and academic performances were assessed as scores obtained in two examinations written shortly after the LIST surveys. Statistical evaluations included comparisons and cluster analyses. RESULTS: We here identified four different patterns of learning strategy combinations, describing the relaxed, diligent, hard-working, and sociable learners. About half of the students stayed true to their initially registered pattern of learning strategy combinations while 53 students underwent a change between the first and second surveys. Changes were predominantly made between the relaxed and the sociable and between the diligent and the hard-working learners, respectively. Examination results suggested that the diligent and hard-working learners were academically more successful than the relaxed and sociable ones. CONCLUSION: Early habits of sociable learning were quickly abandoned however, not in favor of more successful patterns. It is therefore essential to develop interventions on learning skills that have a lasting impact on the pattern of the students´ learning strategy combinations. Public Library of Science 2021-01-22 /pmc/articles/PMC7822504/ /pubmed/33481952 http://dx.doi.org/10.1371/journal.pone.0245851 Text en © 2021 Hogh, Müller-Hilke http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Hogh, Annemarie Müller-Hilke, Brigitte Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school |
title | Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school |
title_full | Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school |
title_fullStr | Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school |
title_full_unstemmed | Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school |
title_short | Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school |
title_sort | learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7822504/ https://www.ncbi.nlm.nih.gov/pubmed/33481952 http://dx.doi.org/10.1371/journal.pone.0245851 |
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