Data-driven Learning: From Dashboard Data to Changes in Studying

Data dashboards are an increasingly accessible tool in medical education, yet their implementation, use, and impact on students and faculty remain underexplored. This study investigated how medical students use a preclinical exam performance dashboard and how it influenced studying behavior. An exploratory sequential mixed-methods design was employed. First, semi-structured interviews were conducted with second-year medical students who had used the preclinical exam dashboard. Data were analyzed using a constructivist approach and inductive thematic analysis. Qualitative analysis of the eleven interviews identified 19 codes organized in three themes: 1) Engaging with the data, 2) Making meaning from the data and 3) Acting on the data. These results informed the development of a survey administered to the next two classes of students. Of the 335 students surveyed, 36% reported having changed their studying at least once due to dashboard results ("changers"). Chi-square tests of independence and independent-samples t-tests were used to compare survey results from the changers and non-changers. Changers accessed their dashboards more frequently than non-changers and reported more frequent insights from the data. Both groups discussed the dashboard with their coaches at similar rates, but changers found these conversations more helpful than non-changers. The findings highlight that although many students engaged with and made meaning of the dashboard data, only a minority changed their studying. Without additional improvements to the dashboard and increased faculty support, the ability of dashboards to promote self-regulated learning and effective study strategies in our students may be limited.