ArticleBMC medical education2024
Exploring challenges in learning and study skills among first-year medical students: a case study.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Data driven student support: utilize the LASSI to improve academic performance.BMC medical education · 2026Article
- Impact of a one-time formative OSCE on learning behavior and self-assessment in dental undergraduate education.BMC medical education · 2026Article
- How first-year medical students perceive changes in their approach to learning science.Frontiers in medicine · 2026Article
- Mechanisms linking school physical education policies to college students' physical activity: an empirical test of a moderated mediation model.Frontiers in psychology · 2026Article
- An Assessment of Anki Flashcards Use in Comparison to Alternative Study Methodologies in First Year Graduate Entry Medical Students.Medical science educator · 2025Article
- The Use of Retrieval Practice in the Health Professions: A State-of-the-Art Review.Behavioral sciences (Basel, Switzerland) · 2025Review
- Unlocking academic achievement of nursing master's students: ethical leadership, teacher-student relationship and growth mindset - a cross-sectional survey study.BMC medical education · 2024Article
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Authors and funding
6 authors.
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Abstract
backgroundDespite being high-achieving students, many medical students face academic challenges, particularly during their first year of study. Research indicates that self-regulated learning, involving metacognitive processes and adaptive strategies, can positively influence academic achievement. This study aimed to assess the early learning and study skills of first-year medical students in an international medical school with the goal of developing a learner-centered educational intervention to promote self-regulated learning.
methodsWe conducted a retrospective analysis of the Learning and Study Skills Inventory (LASSI) questionnaire that was administered annually each August to first-year medical students from 2019 to 2022. The distribution of students across different percentile ranges for each selected variable was determined for each year and all years collectively. Students were counted within distinct percentile brackets (50th and below, between 51st and 75th, and above 75th ) for each variable.
resultsA total of 147 students completed the LASSI questionnaire over the 4-year time period. Using academic resources was the greatest concern, with 67% of students in the 50th or below percentile, followed by selecting the main idea (56%), motivation (51%), and concentration (50%). Attitude scored highest across all cohorts, scoring between 21.55 ± 0.73 and 26.49 ± 0.34. In comparing mean scores of LASSI variables across all cohorts, attitude, motivation, test-taking strategies, time management, and the use of academic resources differed significantly (p < 0.05).
conclusionLASSI data can provide an early picture of students' support needs. We posit that early identification of student learning and study skills and areas of struggle can inform personalized educational interventions and programs to support first-year medical students.
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