Abstract:
:Introduction: Learning is essential and life-long for faculty and students. Often students and teachers use ineffective learning strategies and are not aware of evidence-based strategies.Methods: A multicenter, international, cross-sectional, online survey-based assessment of awareness of evidence-based learning strategies among health professions students (n = 679) and faculty (n = 205).Results: Students endorsed many study habits which violate evidence-based principles, including studying whatever is due soonest (389/679, 57%), failing to return to course material once a course has ended (465/679, 68%), and re-reading underlined or highlighted notes (298.679, 44%). While the majority of faculty surveyed (125/157, 80%) reported recommending effective study strategies for their students, most students (558/679, 82%) said they did not study the way they do because of instruction from faculty. The majority of faculty (142/156, 91%) and students (347/661, 53%) believe students have different learning styles.Discussion: The results of this study demonstrate health professions students continue to use many ineffective study strategies, and both students and faculty hold misconceptions about evidence-based learning. While planning a curriculum, medical educators should focus on teaching students how to learn and use higher order thinking procedures in addition to teaching content.
journal_name
Med Teachjournal_title
Medical teacherauthors
Piza F,Kesselheim JC,Perzhinsky J,Drowos J,Gillis R,Moscovici K,Danciu TE,Kosowska A,Gooding Hdoi
10.1080/0142159X.2019.1645950subject
Has Abstractpub_date
2019-12-01 00:00:00pages
1411-1418issue
12eissn
0142-159Xissn
1466-187Xjournal_volume
41pub_type
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