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Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study

We aimed to describe the impact of a structured interventional program to improve learning and study skills in undergraduate medical students from a Latin American medical school. The interventional program’s design was based on diagnostic/prescriptive assessment test scores measuring ten scales. Th...

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Autores principales: Sisa, Ivan, Garcés, María Sol, Crespo-Andrade, Cristina, Tobar, Claudia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9914150/
https://www.ncbi.nlm.nih.gov/pubmed/36766950
http://dx.doi.org/10.3390/healthcare11030375
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author Sisa, Ivan
Garcés, María Sol
Crespo-Andrade, Cristina
Tobar, Claudia
author_facet Sisa, Ivan
Garcés, María Sol
Crespo-Andrade, Cristina
Tobar, Claudia
author_sort Sisa, Ivan
collection PubMed
description We aimed to describe the impact of a structured interventional program to improve learning and study skills in undergraduate medical students from a Latin American medical school. The interventional program’s design was based on diagnostic/prescriptive assessment test scores measuring ten scales. The program consisted of five tailored workshops. The cohort studied consisted of 81 third-year medical students. The outcome variable was the difference between “pre” and “post” test scores. The unadjusted score percentiles were used to compare improvement in learning and study skills. In addition, a sensitivity analysis was conducted to assess variation in the mean difference of the test scores by the number of workshops attended. The response rate was 100% (81/81) for the pre test and ~77% (62/81) for the post test. After the interventional program, nine out of ten scales showed statistical improvement, except for the scale of motivation. The scales with the highest and lowest percent change improvement were time management (66%, p-value: <0.001) and motivation (14.9%, p-value: 0.06). The students who attended more workshops obtained a higher percent change improvement in the post test. These findings suggest that through a well-designed interventional program, it is possible to improve learning and study skills among medical students.
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spelling pubmed-99141502023-02-11 Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study Sisa, Ivan Garcés, María Sol Crespo-Andrade, Cristina Tobar, Claudia Healthcare (Basel) Article We aimed to describe the impact of a structured interventional program to improve learning and study skills in undergraduate medical students from a Latin American medical school. The interventional program’s design was based on diagnostic/prescriptive assessment test scores measuring ten scales. The program consisted of five tailored workshops. The cohort studied consisted of 81 third-year medical students. The outcome variable was the difference between “pre” and “post” test scores. The unadjusted score percentiles were used to compare improvement in learning and study skills. In addition, a sensitivity analysis was conducted to assess variation in the mean difference of the test scores by the number of workshops attended. The response rate was 100% (81/81) for the pre test and ~77% (62/81) for the post test. After the interventional program, nine out of ten scales showed statistical improvement, except for the scale of motivation. The scales with the highest and lowest percent change improvement were time management (66%, p-value: <0.001) and motivation (14.9%, p-value: 0.06). The students who attended more workshops obtained a higher percent change improvement in the post test. These findings suggest that through a well-designed interventional program, it is possible to improve learning and study skills among medical students. MDPI 2023-01-28 /pmc/articles/PMC9914150/ /pubmed/36766950 http://dx.doi.org/10.3390/healthcare11030375 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Sisa, Ivan
Garcés, María Sol
Crespo-Andrade, Cristina
Tobar, Claudia
Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study
title Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study
title_full Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study
title_fullStr Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study
title_full_unstemmed Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study
title_short Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study
title_sort improving learning and study strategies in undergraduate medical students: a pre-post study
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9914150/
https://www.ncbi.nlm.nih.gov/pubmed/36766950
http://dx.doi.org/10.3390/healthcare11030375
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