27. Characteristics of self-learning techniques of medical students at Hanoi Medical University and related factors
Main Article Content
Abstract
Our research aimed to provide Hanoi Medical University students who experienced a novel study program with insights into ten major self-learning techniques. This descriptive cross-sectional study was conducted among second year to six year general practitioners at Hanoi Medical University, which described the correlation between self-learning techniques and related factors. Among 645 students participating in the research, the most used methods were practice testing (73.95%), highlighting/underlining (71.78%), and rereading (69.3%). Highlighting/underlining used as a primary technique in the average student group was seven times higher than the excellent group (p = 0.000). Excellent students tended to use the elaborative interrogation as the primary technique twice as much as good students. In conclusion, our study showed a correlation between the grade and the effectiveness of the self-learning techniques demonstrated in the theoretical and clinical exams.
Article Details
Keywords
Self-learning technique, Hanoi Medical University, highlighting, rereading, elaborate interrogation.
References
2. Tran TL, Tran DL. Academic achievement and its associated factors among the first and second-year medical students of the course 2012-2018 at Hue University of Medicine and Pharmacy. J Med Pharm. Published online May 2016: 85-94. doi: 10.34071/jmp.2016.2.12.
3. Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychol Sci Public Interest. 2013; 14(1): 4-58. doi:10.1177/1529100612453266.
4. Leonard S, Stroud MJ, Shaw RJ. Highlighting and taking notes are equally ineffective when Reading paper or eText. Educ Inf Technol. 2021; 26(4): 3811-3823. doi:10.1007/s10639-021-10448-9.
5. J. Barbosa. The impact of students and curriculum on self-study during clinical training in medical school: a multilevel approach | BMC Medical Education | Full Text. Published January 13, 2017. Accessed January 8, 2023. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0846-3.
6. Frame TR, Cailor SM, Gryka RJ, Chen AM, Kiersma ME, Sheppard L. Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning. Am J Pharm Educ. 2015; 79(4). doi:10.5688/ajpe79451.
7. Zeng HL, Chen DX, Li Q, Wang XY. Effects of seminar teaching method versus lecture-based learning in medical education: A meta-analysis of randomized controlled trials. Med Teach. 2020; 42(12): 1343-1349. doi:10.1080/0142159X.2020.1805100.
8. Fowler RL, Barker AS. Effectiveness of highlighting for retention of text material. J Appl Psychol. 1974; 59: 358-364. doi:10.1037/h0036750.
9. Hoon PW. Efficacy of Three Common Study Methods. Psychol Rep. Published online 1974.
10. Peterson SE. The cognitive functions of underlining as a study technique. Read Res Instr. 1992; 31: 49-56. doi:10.1080/19388079209558078.
11. Wood E, Hewitt KL. Assessing the impact of elaborative strategy instruction relative to spontaneous strategy use in high achievers. Exceptionality. 1993; 4:65-79. doi:10.1207/s15327035ex0402_1.
12. Woloshyn VE, Pressley M, Schneider W. Elaborative-interrogation and prior-knowledge effects on learning of facts. J Educ Psychol. 1992; 84:115-124. doi:10.1037/0022-0663.84.1.115.