Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

A needs-based study and examination skills course improves students' performance.

Lutz Beckert1, Tim J Wilkinson, Richard Sainsbury

  • 1Department of Medicine, Christchurch School of Medicine, University of Otago, Christchurch, New Zealand. Lutz.Beckert@cdhb.govt.nz

Medical Education
|April 24, 2003
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Microlearning to teach geriatric principles in hospitals: a systematic review and meta-analysis.

Age and ageing·2026
Same author

In Regard to ASTRO.

International journal of radiation oncology, biology, physics·2026
Same author

Response to Machiels et al. reconsidering the role of PMRT in low to intermediate risk breast cancer: applying results from previous standards of treatments in the current multimodal practice.

Radiotherapy and oncology : journal of the European Society for Therapeutic Radiology and Oncology·2026
Same author

Lung cancer in Aotearoa New Zealand: paradoxes of progress, precision and prevention.

The New Zealand medical journal·2026
Same author

Facilitators and barriers along the pathways from secondary school to medical programmes- results from a national longitudinal study in Aotearoa New Zealand.

Advances in health sciences education : theory and practice·2026
Same author

Reply to 'The Oxygenation Benefits Provided by High-Flow Nasal Oxygen in Bronchoscopy May be Underestimated'.

Respirology (Carlton, Vic.)·2026
Same journal

When I say … 'in situ simulation'.

Medical education·2026
Same journal

Examiner training and calibration for simulated clinical examinations: A scoping review.

Medical education·2026
Same journal

When systems set the limits of supervision.

Medical education·2026
Same journal

From psychometrics to partnerships: Broadening what counts as validity evidence.

Medical education·2026
Same journal

When I say the clinical digital divide.

Medical education·2026
Same journal

Urology education under fire: Quantitative benchmarking of trainer adaptation and competency preservation in wartime Sudan.

Medical education·2026
See all related articles

Student-driven medical education courses focusing on study skills and objective structured clinical examination (OSCE) preparation significantly improved student performance. This approach aligns with adult learning principles for effective learning outcomes.

Area of Science:

  • Medical Education
  • Adult Learning Theory
  • Curriculum Development

Background:

  • Adult learning is most effective when needs-based, learner-driven, and flexible.
  • An educational intervention was implemented, driven by student needs and largely designed by students.

Purpose of the Study:

  • To assess the impact of a student-designed educational intervention on medical students' learning.
  • To evaluate the effectiveness of a course focused on study skills and objective structured clinical examination (OSCE) preparation.

Main Methods:

  • A needs assessment of fifth-year medical students' study requirements was conducted.
  • A course was co-designed with students to address identified needs, focusing on study skills and OSCE practice.
  • Student opinion and performance in high-stakes examinations (written and OSCE) were used for evaluation.

Related Experiment Videos

Main Results:

  • High attendance rates (80-90%) were observed for the voluntary, after-hours sessions.
  • Student performance in end-of-year examinations significantly improved during the intervention year compared to previous years.
  • Performance was also enhanced compared to students from other medical schools taking identical examinations.

Conclusions:

  • Educational activities directly addressing student needs and focusing on study/examination techniques are highly effective.
  • Student-driven learning initiatives yield valuable and positive educational outcomes.
  • Tailored interventions in medical education can lead to measurable improvements in student achievement.