Analysis of learning and teaching strategies in Surgery Module: A mixed methods study

Area of Science:

• Medical Education
• Surgical Training
• Educational Psychology

Background:

• Newly established medical colleges face challenges in optimizing curriculum delivery.
• Understanding student and teacher perceptions of learning strategies is crucial for effective teaching.

Purpose of the Study:

• To explore student and teacher perceptions of learning and teaching strategies in a Surgery Module.
• To identify effective strategies for enhancing learning outcomes in a new medical college setting.

Main Methods:

• Mixed-methods research with a convergent parallel design.
• Quantitative analysis of the Motivated Strategies for Learning Questionnaire (MSLQ) with correlation analyses.
• Qualitative analysis of focus group discussions and interviews with students and teachers.

Main Results:

• Positive correlations were found between learning strategies (cognitive, metacognitive, resource management) and student final grades (p<0.001).
• Key themes identified include elaboration, organization, critical thinking, self-regulatory learning, and peer learning.
• Subthemes highlighted the importance of personal notes, concept mapping, goal setting, and lifelong learning.

Conclusions:

• High-achieving students effectively utilize learning strategies.
• Both students and teachers advocate for critical thinking, deep conceptual learning, and active learner participation.