10.6084/m9.figshare.9587846.v1
Felipe Piza
Felipe
Piza
Jennifer Cohn Kesselheim
Jennifer Cohn
Kesselheim
Juliette Perzhinsky
Juliette
Perzhinsky
Joanna Drowos
Joanna
Drowos
Roni Gillis
Roni
Gillis
Khen Moscovici
Khen
Moscovici
Theodora E. Danciu
Theodora E.
Danciu
Agnieszka Kosowska
Agnieszka
Kosowska
Holly Gooding
Holly
Gooding
Awareness and usage of evidence-based learning strategies among health professions students and faculty
Taylor & Francis Group
2019
evidence-based
health professions students
strategy
study strategies
faculty
2019-08-13 15:45:07
Journal contribution
https://tandf.figshare.com/articles/journal_contribution/Awareness_and_usage_of_evidence-based_learning_strategies_among_health_professions_students_and_faculty/9587846
<p><b>Introduction:</b> 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.</p> <p><b>Methods:</b> A multicenter, international, cross-sectional, online survey-based assessment of awareness of evidence-based learning strategies among health professions students (<i>n</i> = 679) and faculty (<i>n</i> = 205).</p> <p><b>Results:</b> 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.</p> <p><b>Discussion:</b> 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.</p>