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Dental Student Study Strategies: Are Self-Testing and Scheduling Related to Academic Performance?

Maureen McAndrew1, Christina S Morrow2, Lindsey Atiyeh2

  • 1Dr. McAndrew is Clinical Professor and Senior Director, Professional Development, New York University College of Dentistry; Ms. Morrow is Associate Director of Advising and Academic Support Services, New York University College of Dentistry; Ms. Atiyeh is a third-year dental student, New York University College of Dentistry; and Dr. Pierre is an independent research scientist. mm154@nyu.edu.

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PubMed
Summary

Dental students who use self-testing and spaced study sessions achieve higher GPAs. Lower performers tend to cram and highlight, indicating a need for better study strategy guidance.

Keywords:
academic performancecrammingdental educationdental studentsmetacognitionretrieval practiceself-testingstudy schedulesstudy strategies

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Area of Science:

  • Medical Education
  • Cognitive Psychology

Background:

  • Self-testing enhances information retrieval and is linked to academic performance.
  • Understanding dental students' study habits is crucial for improving educational outcomes.

Purpose of the Study:

  • To examine the relationship between study strategies, study scheduling, and academic achievement in dental students.
  • To identify differences in study habits between high-performing and lower-performing dental students.

Main Methods:

  • A survey was administered to 358 second-year dental students at New York University College of Dentistry.
  • The survey assessed study habits, study schedules, weekly study hours for didactic and preclinical courses, and Grade Point Averages (GPAs).
  • 94 students (26% response rate) completed the survey detailing their academic and study-related information.

Main Results:

  • High-performing students were more likely to use self-testing (especially with flashcards) and spaced study sessions.
  • Lower-performing students frequently used highlighting/underlining and massed study sessions (cramming).
  • Increased study hours for didactic and preclinical courses correlated with better academic performance; lower performers reported fewer practice hours.

Conclusions:

  • Dental students' academic success is associated with specific evidence-based study strategies like self-testing and spaced learning.
  • A discrepancy exists between perceived optimal study times (morning) and actual study times (evening/night) among dental students.
  • Guidance on effective study strategies and time management is recommended for dental students to improve academic outcomes.