Exploring challenges in learning and study skills among first-year medical students: a case study

Area of Science:

• Medical Education
• Student Learning Strategies
• Academic Psychology

Background:

• First-year medical students frequently encounter academic difficulties despite high achievement.
• Self-regulated learning, encompassing metacognition and adaptive strategies, is crucial for academic success.
• This study addresses the need for early identification of learning and study skills in medical students.

Purpose of the Study:

• To evaluate the early learning and study skills of first-year medical students.
• To inform the development of learner-centered interventions promoting self-regulated learning.
• To identify specific areas where students require academic support.

Main Methods:

• Retrospective analysis of the Learning and Study Skills Inventory (LASSI) questionnaire data.
• Data collected annually from first-year medical students between 2019 and 2022.
• Distribution of students across percentile ranges for key learning and study skill variables.

Main Results:

• Using academic resources (67%), selecting main ideas (56%), motivation (51%), and concentration (50%) were identified as significant challenges.
• Student attitude consistently scored highest across all cohorts.
• Significant differences (p < 0.05) were observed in attitude, motivation, test-taking strategies, time management, and use of academic resources.

Conclusions:

• The Learning and Study Skills Inventory (LASSI) effectively identifies early student support needs.
• Early assessment of learning and study skills facilitates personalized interventions.
• Proactive identification of academic struggles can enhance support programs for first-year medical students.