Piza, Felipe Kesselheim, Jennifer Cohn Perzhinsky, Juliette Drowos, Joanna Gillis, Roni Moscovici, Khen Danciu, Theodora E. Kosowska, Agnieszka Gooding, Holly Awareness and usage of evidence-based learning strategies among health professions students and faculty <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> evidence-based;health professions students;strategy;study strategies;faculty 2019-08-13
    https://tandf.figshare.com/articles/journal_contribution/Awareness_and_usage_of_evidence-based_learning_strategies_among_health_professions_students_and_faculty/9587846
10.6084/m9.figshare.9587846.v1