Success and Learning Strategies: A Survey of Students at the Faculty of Dentistry in Casablanca

Abstract

Objective: The present study aimed to evaluate the learning strategies used by the students of the 2nd year of the Faculty of Dentistry in Casablanca. Methodology: A cross-sectional study was conducted among second-year dental students after informed consent. A modified WOLF questionnaire, “My intellectual work tools,” was distributed. It included 37 closed questions on self-reported study practices in four categories: cognitive, metacognitive, affective, and resource management. Data entry and statistical analysis were performed using SPSS software in the Laboratory of Community Health Epidemiology and Biostatistics. Results: 86.9% of students were active in meaning-making, reformulation, and exemplification. 9.7% mastered highlighting relationships and structuring. 42.8% reorganized information according to personal criteria. For memorization, the students used both types with a predominance of the appropriative form. For metacognitive, affective, and management strategies, 21.4% systematically anticipated evaluation situations. For time management, 12.4% planned and managed their time regularly. In terms of self-confidence, 17.2% stated that they had complete self-confidence. Conclusion: Except for memorization and comprehension strategies, all the tools assessed were little used and/or not mastered by the students. To help students master these strategies, increased use of differentiated pedagogies such as flipped classrooms and MOOCS, and OSCE assessments should take place. Workshops and seminars on learning strategies should be provided to reinforce the course administered in the first year.