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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Understanding Excellence: a Qualitative Analysis of High-Performing Learner Study Strategies
Ryan R Landoll1, Layne D Bennion1, Lauren A Maggio1
1Uniformed Services University of the Health Sciences, 4301 Jones Bridge Rd, Bethesda, MD 20814 USA.
Medical Science Educator
|August 30, 2021
Summary
High-achieving medical students utilize retrieval practice and spaced repetition for academic success. Self-care also plays a crucial role in their performance, offering insights beyond well-being.
Area of Science:
- Medical Education
- Cognitive Learning Theory
- Academic Performance
Background:
- Remediation in medical education typically addresses struggling students.
- Understanding successful learners offers insights into academic challenges.
- This study investigates study strategies of high-performing medical students.
Purpose of the Study:
- To identify core study strategies employed by high-performing medical students.
- To explore factors contributing to academic success in medical education.
- To inform strategies for supporting all medical learners.
Main Methods:
- Surveyed high-performing first- and second-year medical students (top 10% on standardized assessments).
- Students described strategies contributing to their success via email.
- Responses analyzed using cognitive learning theory frameworks.
Main Results:
- Retrieval practice (self-quizzing, practice questions) was the most cited strategy.
- Spaced repetition was the second most common strategy.
- Commercial resources and self-care were also frequently mentioned contributors to success.
Conclusions:
- Retrieval practice combined with spaced repetition is key for high-performing learners.
- The role of commercial resources warrants further investigation.
- Self-care is identified as a performance factor, not just for well-being, impacting medical education and research.
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