Deborah A Sleight1, Brian E Mavis1. 1. a Office of Medical Education Research and Development , College of Human Medicine, Michigan State University , East Lansing , MI , USA.
Abstract
PURPOSE: This research study highlights the relationship between study aid use and exam performance of second year medical students. It also discusses how students used study aids in preparing for PBL exams and whether students who used others' study aids performed as well as students who created their own. METHODS: A questionnaire was distributed to second-year medical students after completion of their exam. The data from the questionnaire were linked to students' examination scores and other academic indicators. RESULTS: The study habits were more similar than different when compared by exam performance. A majority of students used study aids as a memory aid or for review, but students who performed in the top third of the class were less likely to use them at all. Pre-existing differences related to academic achievement and study strategies were found when students at the top, middle and bottom of exam performance were compared. CONCLUSIONS: A better understanding of the differences in study habits and study aid use in relation to examination performance can help in providing future students with appropriate academic support and advising.
PURPOSE: This research study highlights the relationship between study aid use and exam performance of second year medical students. It also discusses how students used study aids in preparing for PBL exams and whether students who used others' study aids performed as well as students who created their own. METHODS: A questionnaire was distributed to second-year medical students after completion of their exam. The data from the questionnaire were linked to students' examination scores and other academic indicators. RESULTS: The study habits were more similar than different when compared by exam performance. A majority of students used study aids as a memory aid or for review, but students who performed in the top third of the class were less likely to use them at all. Pre-existing differences related to academic achievement and study strategies were found when students at the top, middle and bottom of exam performance were compared. CONCLUSIONS: A better understanding of the differences in study habits and study aid use in relation to examination performance can help in providing future students with appropriate academic support and advising.