Clemmons Karina R, Vuk Jasna, Jarrett Diane M
Department of Medical Humanities and Bioethics, University of Arkansas for Medical Sciences, Little Rock, USA.
Academic Affairs, Educational and Student Success Center, University of Arkansas for Medical Sciences, Little Rock, USA.
Cureus. 2023 Apr 25;15(4):e38110. doi: 10.7759/cureus.38110. eCollection 2023 Apr.
Objective The aim of this research was to determine if medical students' use of the active study strategy of working practice questions is associated with improved performance on the United States Medical Licensing Examination (USMLE) Step 1 exam when compared to students who used the passive study strategy of watching educational videos. Methods The study used a correlational design. Participants were students from two cohorts in a United States medical school (N=164 and N=163) who completed their first two years and took the USMLE Step 1 exam. Data collected retrospectively included the number of practice questions completed, educational videos watched, Step 1 exam scores, average scores on in-class exams, and scores on the Medical College Admission Test (MCAT). Results The number of videos watched was negatively and significantly correlated with the Step 1 score for cohort 2022 (r= -0.294, α=0.01) and cohort 2023 (r= -0.175, α=0.05). The number of practice questions worked was positively and significantly correlated with the Step 1 score for cohort 2022 (r=0.176, α=0.05) and cohort 2023 (r=0.143 though not significant). The number of practice questions was a significant positive predictor of Step 1 score for cohort 2022 (β=0.141, p=0.017) and cohort 2023 (β=0.133, p=0.015). Videos were significant negative predictors for cohort 2023 (β= -0.118, p=0.034). Conclusions Answering practice questions appears to be a more effective study method than passively watching videos. Though other studies have supported the use of active learning methods, this study is unique in finding a negative correlation between test scores and the number of educational videos watched. Medical students should be urged to make the most effective use of study time by incorporating working practice questions and limiting watching educational videos.
目的 本研究的目的是确定与采用观看教育视频这种被动学习策略的学生相比，医学生使用做练习题这种主动学习策略是否与美国医师执照考试（USMLE）第一步考试成绩的提高相关。方法 本研究采用相关性设计。参与者是美国一所医学院两个队列的学生（N = 164和N = 163），他们完成了前两年的学业并参加了USMLE第一步考试。回顾性收集的数据包括完成的练习题数量、观看的教育视频数量、第一步考试成绩、课堂考试平均成绩以及医学院入学考试（MCAT）成绩。结果 2022队列（r = -0.294，α = 0.01）和2023队列（r = -0.175，α = 0.05）中，观看视频的数量与第一步考试成绩呈显著负相关。2022队列（r = 0.176，α = 0.05）和2023队列（r = 0.143，虽不显著）中，做练习题的数量与第一步考试成绩呈显著正相关。2022队列（β = 0.141，p = 0.017）和2023队列（β = 0.133，p = 0.015）中，练习题数量是第一步考试成绩的显著正预测因子。2023队列中，视频是显著的负预测因子（β = -0.118，p = 0.034）。结论 做练习题似乎是比被动观看视频更有效的学习方法。尽管其他研究支持使用主动学习方法，但本研究独特之处在于发现考试成绩与观看教育视频数量之间存在负相关。应敦促医学生通过做练习题并限制观看教育视频来最有效地利用学习时间。
