OBJECTIVES: Analysis of the fact that male medical students have a higher success rate at the written test (multiple-choice questions) at the end of the first study year (SIP-1), although female students perform significantly better in school (school marks in mathematics, physics, chemistry, and English) and school performance is a positive predictor of study success. It is hypothesized that aspects of strategic learning influence study success and that sex-specific differences exist. METHODS: In a prospective study including 726 medical students data on strategic learning (written questionnaire, 45 items) were collected. Factor analysis produced 11 factors, which then were related to results of SIP-1 (passed/failed), and to sex. RESULTS: Eight out of the 11 factors were dependent on sex or study success, four of them dependent on sex as well as study success ("confidence in success", "learning a lot and ab initio", "high learning capacity", and "distressed/diligent/aimless"). Overall, male students showed a more distinct methodical learning approach. Moreover, "learning by understanding" seems not to be relevant for study success. CONCLUSIONS: Gender-specific learning behaviour, which generally leads to better performance of girls in school, fails in the situation of SIP-1. Future developments of curriculum and examination system should take into account gender specific requirements.
OBJECTIVES: Analysis of the fact that male medical students have a higher success rate at the written test (multiple-choice questions) at the end of the first study year (SIP-1), although female students perform significantly better in school (school marks in mathematics, physics, chemistry, and English) and school performance is a positive predictor of study success. It is hypothesized that aspects of strategic learning influence study success and that sex-specific differences exist. METHODS: In a prospective study including 726 medical students data on strategic learning (written questionnaire, 45 items) were collected. Factor analysis produced 11 factors, which then were related to results of SIP-1 (passed/failed), and to sex. RESULTS: Eight out of the 11 factors were dependent on sex or study success, four of them dependent on sex as well as study success ("confidence in success", "learning a lot and ab initio", "high learning capacity", and "distressed/diligent/aimless"). Overall, male students showed a more distinct methodical learning approach. Moreover, "learning by understanding" seems not to be relevant for study success. CONCLUSIONS: Gender-specific learning behaviour, which generally leads to better performance of girls in school, fails in the situation of SIP-1. Future developments of curriculum and examination system should take into account gender specific requirements.
Authors: Robyn A Stewart; Linnea S Hauge; Robert D Stewart; Robert L Rosen; Angella Charnot-Katsikas; Richard A Prinz Journal: Am J Surg Date: 2007-06 Impact factor: 2.565
Authors: N R de Silva; M I Thabrew; P A Saparamadu; D K Jayawardena; A A Arachchige; M Weerawardhane; Y I Gunawardena Journal: Ceylon Med J Date: 2000-09