Assessing and Improving Study Skills Support in Medical Education Through a Student-Staff Partnership: Mixed Methods Approach.

Background: The necessity for self-regulated, lifelong learners in the rapidly evolving field of medicine underscores the importance of effective study skills. Efforts to support students with these skills have had positive outcomes but are often limited in scope and accessibility, with a tendency to target groups facing immediate challenges. Objective: This study aimed to explore the student perspective on study skills support at University College London Medical School through a student-staff partnership, with the goal of guiding future improvements. Methods: A mixed methods approach was adopted using an anonymous questionnaire and focus groups. After analyzing questionnaire responses using descriptive statistics to refine focus group questions, focus groups were conducted to delve deeper into identified issues. Transcripts were analyzed thematically using inductive coding. Results: In total, 116 students completed the questionnaire in full and 6 students participated in 2 focus groups. The questionnaire revealed that 68% (68/100) of respondents felt that they never received study skills support at University College London Medical School. Preferred methods of support included small group sessions (56/100, 56%) and topics like examination preparation (83/100, 83%) and study skills specific to medicine (72/100, 72%). Focus group themes were the lack of current study skills support, delivery of study skills support, specific study skills for medical school, personalized approach to support needed, and accessing support. Findings informed the co-creation of study skills resources. Conclusions: Overall, the findings highlight the need for strategically incorporating study skills support at medical school, emphasizing early and consistent promotion and tailored delivery methods.