Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study

Abstract

Purpose Applying effective learning strategies to address knowledge gaps is a critical skill for lifelong learning, yet prior studies demonstrate that medical students use ineffective study habits. Methods To address this issue, the authors created and integrated study resources aligned with evidence-based learning strategies into a medical school course. Pre-/post-course surveys measured changes in students’ knowledge and use of evidence-based learning strategies. Eleven in-depth interviews subsequently explored the impact of the learning resources on students’ study habits. Results Of 139 students, 43 and 66 completed the pre- and post-course surveys, respectively. Students’ knowledge of evidence-based learning strategies was unchanged; however, median time spent using flashcards (15% to 50%, p < .001) and questions (10% to 20%, p = .0067) increased while time spent creating lecture notes (20% to 0%, p = .003) and re-reading notes (10% to 0%, p = .009) decreased. In interviews, students described four ways their habits changed: increased use of active learning techniques, decreased time spent creating learning resources, reviewing content multiple times throughout the course, and increased use of study techniques synthesizing course content. Conclusion Incorporating evidence-based study resources into the course increased students’ use of effective learning techniques, suggesting this may be more effective than simply teaching about evidence-based learning.