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Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach
Amy Ransohoff1, Christy Boscardin2, Karen E Hauer3
1San Francisco (UCSF) Office of Medical Education, University of California, 533 Parnassus Avenue, Suite U-80, San Francisco, CA 94143 USA.
Medical Science Educator
|August 30, 2021
Summary
First-year medical students learned evidence-based learning strategies to improve long-term retention and deep understanding, moving away from short-term memorization for exams. This interactive session was well-received and promoted the adoption of effective study techniques.
Area of Science:
- Medical Education
- Cognitive Psychology
Background:
- Students often resort to short-term memorization for examinations, hindering deep understanding.
- Effective learning strategies are crucial for long-term knowledge retention in medical education.
Purpose of the Study:
- To develop and evaluate an interactive session for first-year medical students.
- To promote the adoption of evidence-based learning strategies for improved long-term retention and deep understanding.
Main Methods:
- An interactive session was designed for first-year medical students.
- A near-peer educator discussed evidence-based learning strategies and their application to the curriculum.
Main Results:
- Immediate and delayed post-surveys were used to collect data.
- The session demonstrated a positive impact on the adoption of evidence-based learning strategies.
Conclusions:
- The interactive session effectively promoted the use of evidence-based learning strategies.
- The intervention was positively received by first-year medical students, supporting deep learning over rote memorization.
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