A study skills course for First-Year Medical Students: Experience of a Private Medical School in Pakistan

Sobia Ali,Muhammad Suleman Sadiq Hashmi,Afifa Tabassum,Nighat Huda

doi:10.12669/pjms.37.1.2772

Abstract

Objectives:To share the experience of study skill module development and implementation for first year MBBS students at Liaquat National Hospital and Medical College (LNH&MC). To compare the change in students’ self- assessment of their knowledge of study skills before and after the course.Methods:This quasi-experimental study was conducted from November 2019 to April 2020. A structured study skills course was offered to 100 first year MBBS students of Liaquat National Hospital & Medical College, Karachi. Steps involved in the development included identification of outcomes, instructional objectives, content and instructional strategies. Students were given two questionnaires. In the first questionnaire, students rated their interest in implementing the learning techniques learnt. In the second questionnaire, students rated their level of knowledge of effective study skills before and after the course. Analysis included computing percentages for students’ preferred study skill technique. Change in knowledge was assessed by comparing retrospective pre-post self-rating using Wilcoxon Signed Ranks Test (two-tailed).Results:Analysis of survey forms showed that more than 50% of the students were willing to implement active listening techniques, metacognitive note taking and writing reflections in their future study practice.There was also a statistically significant change in students’ self-rating of their knowledge about study skills (pre-test median 3, post-test median 4, p0.00).Conclusion:This study provides an insight of structured study skills course development and implementation in early medical college studies that could help them in combating academic stress. In addition, students’ response about their preferred technique and their feedback comparison concluded their positive attitude towards the course.

Highlights

The transition from relatively stable and didactic teaching at high school to the strikingly different reality of medical school is challenging for medical students worldwide
It is often stated that study skills that made students successful in high school turn out quite insufficient and inefficient for success in medical school.[2]
Studies from non-med specialties are available, there is a dearth of literature on study skills courses for medical students in Pakistan.[10,11]

Summary

Introduction

The transition from relatively stable and didactic teaching at high school to the strikingly different reality of medical school is challenging for medical students worldwide. Academic pressures are the top most stress inducers among medical students with resultant academic failure.[4] To address this stress, medical schools offer informal support by more approachable faculty and structured mentoring programs Beside these supports, students need help in improving study habits, managing time effectively and efficient techniques to improve their study skills.[5,6] Structured study skills courses are required to improve academic performance and to alleviate academic stresses.[7] Though some medical schools have study skills programs for undergraduate as well as postgraduate students, there is insufficiency of evidence regarding structured study skills programs in our context.[7,8] Huda and Burla in 1999, shared their experience of study skill module development with respect to the background of implementing problembased learning (PBL) to acquaint students with small group dynamics.[9] studies from non-med specialties are available, there is a dearth of literature on study skills courses for medical students in Pakistan.[10,11] Competencies required for non-medical graduates vary from medical graduates and a structured study skills course for medical students is recomended to deal wih academic stress and performance anxiety

Objectives

Methods

Results

Discussion

Conclusion