ArticleHealthcare (Basel, Switzerland)2023
Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study.
Article in Healthcare (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed.
- A comparison of student evaluations of teaching and learning in the inverted classroom model versus traditional lectures in dental education.BMC medical education · 2026Article
- Assessing and Improving Study Skills Support in Medical Education Through a Student-Staff Partnership: Mixed Methods Approach.JMIR medical education · 2025Article
- The Use of Retrieval Practice in the Health Professions: A State-of-the-Art Review.Behavioral sciences (Basel, Switzerland) · 2025Review
- "Learning to Learn" - A workshop-based approach for enhancing learning skills of the first-year medical undergraduates.Journal of advances in medical education & professionalism · 2025Article
- Strategic Learning Principles Are Related to Academic Scores for Doctor of Physical Therapy Students.Medical science educator · 2025Article
- Mapping the learning styles of medical students in Brazil.BMC medical education · 2024Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
We aimed to describe the impact of a structured interventional program to improve learning and study skills in undergraduate medical students from a Latin American medical school. The interventional program's design was based on diagnostic/prescriptive assessment test scores measuring ten scales. The program consisted of five tailored workshops. The cohort studied consisted of 81 third-year medical students. The outcome variable was the difference between "pre" and "post" test scores. The unadjusted score percentiles were used to compare improvement in learning and study skills. In addition, a sensitivity analysis was conducted to assess variation in the mean difference of the test scores by the number of workshops attended. The response rate was 100% (81/81) for the pre test and ~77% (62/81) for the post test. After the interventional program, nine out of ten scales showed statistical improvement, except for the scale of motivation. The scales with the highest and lowest percent change improvement were time management (66%,
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.