Preferred Study Resources of Medical Students in a Basic Science Course -Pointers for Future Course Development and Possible Loss of Student-Student and Student-Faculty Interactions

Abstract

Concern developed due to the continuing trend of reduced student attendance at non-mandatory classes, and we became interested in knowing whether students relied more on web-based resources, or going to the Learning Resource Center (LRC), rather than lectures and labs. Resource availability has made it easier for students to study at convenient times and at their own pace, perhaps leading to reduced attendance at non-mandatory portions of courses. We felt this trait could be detrimental to involvement in team-oriented situations, a major part of the transition from basic science years to clinical years and residency. We identified study resources most used by first year students (MS1) in histology and cell biology and determined why particular ones were chosen, findings that allowed us to suggest which negative study habits might develop, especially due to a lack of student-student interactions. Data indicated that when students were given the choice of attendance at lecture, lab sessions and post lab presentations, approximately 50% attended, while others used the LRC and streamed lectures, including old lectures were available, as well as having internet access. The trend strongly suggested that with future technological advances, such as the introduction of hand-held devices, and as students become increasingly technically competent, that they might shy away from lectures and labs to an even greater extent. We feel that increasing reductions in student-student interaction might produce an environment in which there is a loss of an important part of student development that might lead to a reduced ability to be part of team-oriented situations that will frequently encounter in their clinical study years, residencies and eventual practice. In conclusion, we think that shrinking student attendance at non-mandatory teaching events, together with the inevitable increasing use of electronic resources, must be considered in curriculum development, particularly in making sure that group-oriented classes and exercises are included and developed. (298)