Millennial Students Study Alone Using Mixed Educational Resources

Abstract

It is widely believed that the millennial generation has a preference for teamwork, interactive learning experiences, and visual media to classical educational methods. To investigate whether this hypothesis is correct or not, we examined the study preferences newly joined medical students soon after their matriculation at Kuwait University College of Medicine (KUMS). Two hundred and twenty first‐year medical students at Kuwait University College of Medicine were surveyed by questionnaire shortly after starting in medical school. They were asked to respond to questions relating to learning habits and preferences. Students were asked for responses regarding 1) whether or not they request feedback after learning/studying, 2) whether they study alone or in the groups, and 3) whether they prefer printed or electronic materials resources to study. A one‐sample chi‐square test was used to estimate statistical significances in differences between the groups. The age‐range of the students was 17–21 years (mean 18.8 ± 0.6 SD). The number of students who usually request after‐study feedback was comparable to those who do not (47.7% versus 48.2%). Ninety‐seven percent of students prefer to study alone compared to 30% of respondents who prefer to study in a group. The overlap between these two categories (29.1%) represents those respondents who study alone and also in groups. Seventy‐five percent of respondents prefer online‐based resources compared to 66.4% of respondents who usually study using paper‐based resources. Forty‐two percent of respondents study using paper and online resources. The overlap between these two categories (42.7%) represents those respondents who use both types of resources. We conclude that the students admitted to KUMS show a preference for a ‘studying alone habit’ which they might have adopted before joining the medical school. They show no preference for either paper or electronic educational resources. We suggest that instructional activities may enhance learning if a mixed learning environment approach is employed that supports printed and electronic resources, as well as individual and group learning.Support or Funding InformationNilThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.