Assessing Awareness and Use of Evidence-Based Learning Strategies Among Health Professions Students and Faculty

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 which ones have the strongest evidence-base. Methods: A multicenter, international, cross-sectional, online survey-based study assessing awareness and adoption of evidence-based learning strategies among health professions students (n=679) and faculty (n=205) from a total of 6 schools. Results: Participants generally reported using few evidence-based study techniques. Over half of students surveyed 389/679 (57%) stated that they decide to study next whatever is due soonest, while about a quarter of the students 173/679 (26%) plan their study schedule. The majority of students 465/679 (68%) do not return to course material for review once the course has ended. Many students 298/679 (44%) re-read sections they have underlined or highlighted. Most students 558/679 (82%) reported that they do not study the way they do because a teacher taught them to do this way; however, many faculty members 125/157 (80%) claimed they recommend effective study strategies for their students. The majority of faculty 142/156 (91%) believe that students have different learning styles and 112/141 (79%) reported they teach to accommodate those differences. In the multiple regression analyses, students who reported following faculty guidance on study habits had lower USMLE step 1 scores (β1=-13.21, p: 0.03). Cramming before tests (β=-11.67, p:0.02) and studying with friends (β=-12.32, p:0.02) were also associated with lower Step 1 scores, when controlling for other variables (R2=0.41). Discussion: The results of this study demonstrate some awareness with remaining misconceptions among health professions students and faculty regarding evidence-based learning strategies. While planning a curriculum, medical educators should focus on teaching students how to learn and use higher order thinking procedures in addition to content. Medical schools can foster the development of medical expertise by enabling their faculty and students to develop these metacognitive capabilities.