The Association Between Medical Students’ Preferred Study Resources and Exam Performance in an Integrated Human Structure Course

Abstract

IntroductionBetween textbooks, online materials, and the laboratory, there is no shortage of resources available to medical students to aid them in their study of gross anatomy and histology. With the multitude of resources available students may become overwhelmed with options. Furthermore, many resources vary in quality, and students learning anatomy and histology for the first time may not be able to discern high‐quality from low‐quality resources, leaving them unsure about which resources are most beneficial to their learning.AimThe purpose of the study is to examine the association between students’ exam performance and their preferred resources for studying anatomy and histology in an integrated Human Structure course.MethodsPrior to the first Human Structure Exam, students completed a guided reflection about their study strategies and preferred resources. After the exam students were divided into three groups (high‐performing, average, and low‐performing students), based on their exam performance. Reflections from students in each group were de‐identified and analyzed, focusing on the students’ response to the question, “Which resources have you found to be most helpful?” Researchers were blinded to students’ exam performance during analysis. Based on students’ responses, a comprehensive list of resources was created, and similar resources were subsequently grouped into categories. A chi‐square test of homogeneity was used to determine if there was an association between students’ exam performance and the types of resources they used. The protocol was approved by the Indiana University IRB.ResultsThe analysis included 197 students: 68 high‐performers, 66 average performers, and 63 low‐performers. The resource that students most frequently identified as “most useful” were lecture presentations, notes, or power points (n=101). Atlases (n = 69) and online resources such as websites (n=53) were also popular resources. A chi‐square test of homogeneity revealed no significant differences in the types of resources used by high‐performing, average, and low‐performing students (p>.05).Discussion and ConclusionAlthough there is no association between students’ exam performance and the types of resources they preferred to use, there may be differences in the way students are utilizing and engaging with these resources that impacts exam performance. We are currently undertaking further qualitative analysis of students’ self‐reported study strategies to discern how students used the resources, and whether differences in study strategies impacts exam performance. The findings of this analysis may be useful for advising students on how to utilize resources most effectively.