How do medical students learn conceptual knowledge? High-, moderate- and low-utility learning techniques and perceived learning difficulties.
Level 4 - case-series / case-control
Cross-sectional survey without an intervention or control group
PubMed 35387637 · doi:10.1186/s12909-022-03283-0
What was done
An online survey conducted in 2019 assessed self-reported study habits among 730 undergraduate medical students (488 women, 242 men, mean age 24.85 ± 4.49 years) at Charité – Universitätsmedizin Berlin. Participants rated their use of ten learning techniques categorized as high-, moderate-, or low-utility according to established educational psychology frameworks on a 5-point Likert scale. Group differences across sex and training stage (junior: semesters 2–6 vs. senior: semester 7 through final clerkship) were analyzed via t-tests, and multiple regression evaluated associations between learning technique utility and perceived learning difficulties.
What was found
The three most frequently used techniques were highlighting (low utility), self-explanation (moderate utility), and practice testing (high utility). Female students reported significantly higher use of low-utility techniques (t(404.24) = -7.13, p < .001) and high-utility techniques (t(728) = -2.50, p < .05) compared to male students (male mean = 3.55, SD = .95). Senior students reported significantly lower use of low-utility techniques than junior students (mean 3.52 vs. 3.65, t(603) = 2.15, p < .05). In multiple regression, using low-utility techniques was associated with greater perceived learning difficulties (β = .08, t(724) = 2.13, p < .05), whereas moderate-utility techniques were associated with fewer learning difficulties (β = -.13, t(599) = -3.21, p < .01).
Why it matters
This study demonstrates that medical students frequently rely on suboptimal study strategies like highlighting alongside effective techniques. It highlights the potential benefit of institutional guidance to direct learners toward higher-utility learning methods.
Limits
The study relies on self-reported survey data from a single medical school, introducing potential recall and social desirability biases. The cross-sectional design prevents establishing causal links between specific study techniques and learning difficulties or objective academic performance.
Cited by
- supports Self-testing and post-learning reflection are the most effective study techniques for retaining learned material compared to rereading or highlighting.