ArticleFrontiers in medicine2026
From memorisation to reasoning: a qualitative study of first-year medical students' cognitive shifts in computer science education.
Article in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Many students enter medical school having achieved prior academic success primarily through memorisation-based learning strategies. This study explored how first-year medical student's shift from memorisation-based approaches toward problem-solving and reasoning-based strategies when encountering an introductory computer science course that resists recall-oriented learning. Methods: A qualitative interview study was conducted with 12 first-year medical students enrolled in a mandatory computer science course. Semi-structured interviews explored students' learning approaches, experiences when familiar strategies proved inadequate, and development of alternative cognitive strategies. Data were analysed using reflexive thematic analysis. Results: Four interconnected themes emerged: reliance on memorisation at course entry, early failure using recall-based strategies, shift toward stepwise problem-solving, and increased focus on process over correct answers. Students initially attempted to memorise programming syntax and examples as they would any other academic content, but discovered that recall did not translate into the ability to write functioning code. Through repeated failures and iterative experimentation, students gradually developed approaches emphasising logical reasoning, systematic problem decomposition, and constructive engagement with tasks rather than reproduction of memorised information. Conclusion: The shift from memorisation to problem-solving represents a fundamental reconceptualisation of what learning involves, rather than simply acquiring new study techniques. Programming tasks inherently resist memorisation strategies, creating conditions where cognitive adaptation becomes necessary. Medical curricula should consider incorporating early learning experiences that require reasoning and problem-solving rather than recall, helping students develop cognitive flexibility before encountering high-stakes clinical contexts.
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