Joshi Anuradha Sujai, Ganjiwale Jaishree Deepak, Varma Jagdish, Singh Praveen, Modi Jyoti Nath, Singh Tejinder
Department of Pharmacology, Pramukh Swami Medical College, Charutar Arogya Mandal, Karamsad, Gujarat, India.
Department of Central Research Services, Pramukh Swami Medical College, Charutar Arogya Mandal, Karamsad, Gujarat, India.
Int J Appl Basic Med Res. 2017 Dec;7(Suppl 1):S33-S37. doi: 10.4103/ijabmr.IJABMR_144_17.
Globally, students with top academic performance and high intellectual capacity usually opt to study medicine. However, once students get enrolled, their academic performance varies widely. Such variations appear to be determined by various factors, one of them being types of learning strategies adopted by students. The learning strategies utilized by the students with better academic performance are likely to be more effective learning strategies.
The objective is to identify effective learning strategies used by medical students.
This study was carried out among the MBBS students of Final Professional Part I. Students were categorized into three groups namely: high, average, and low rankers based on overall academic performance in second Professional University examination. First, a questionnaire consisting of closed- and open-ended questions was administered to students, to find their learning strategies. Subsequently, focus group discussion and in-depth interviews were conducted for high- and low-rankers. Discussions were audio-recorded, transcribed, and analyzed. Key statements were highlighted, collated, and categorized into general themes and sub-themes.
Evident themes which emerged as effective strategies were hard work in the form of regularity of studies, meticulous preparation of notes, constructive use of time, utilization of e-learning, learning styles and deep learning approach and regular ward visits. Intrinsic motivation, family support, balancing physical activities and studies, guidance by seniors, teachers, dealing with nonacademic issues such as language barriers and stress were also identified as important strategies.
Disseminating effective learning strategies in a systematic manner may be helpful to students in achieving better academic outcomes. Furthermore, educationists need to modulate their teaching strategies based on students' feedback.
在全球范围内，学业成绩优异、智力超群的学生通常会选择学医。然而，一旦入学，他们的学业表现差异很大。这种差异似乎由多种因素决定，其中之一是学生采用的学习策略类型。学业成绩较好的学生所采用的学习策略可能是更有效的学习策略。
确定医学生使用的有效学习策略。
本研究在医学学士最后专业第一部分的学生中进行。根据第二专业大学考试的总体学业成绩，学生被分为三组，即高分、中等和低分学生。首先，向学生发放一份包含封闭式和开放式问题的问卷，以了解他们的学习策略。随后，对高分和低分学生进行了焦点小组讨论和深入访谈。讨论进行了录音、转录和分析。关键陈述被突出显示、整理，并归类为一般主题和子主题。
作为有效策略出现的明显主题是以学习规律、精心准备笔记、建设性地利用时间、利用电子学习、学习风格和深度学习方法以及定期病房查房等形式的努力学习。内在动机、家庭支持、平衡体育活动和学习、高年级学生和教师的指导、处理语言障碍和压力等非学术问题也被确定为重要策略。
系统地传播有效的学习策略可能有助于学生取得更好的学业成绩。此外，教育工作者需要根据学生的反馈调整他们的教学策略。
