Data driven student support: utilize the LASSI to improve academic performance

Medical student academic success is dependent not only on aptitude but also on the implementation and utilization of effective learning strategies. The Learning and Study Strategies Inventory (LASSI) measures ten strategies that may impact academic performance. Since LASSI research in medical education is somewhat limited, this study examined LASSI subscale scores and multiple outcomes of academic performance.

Four cohorts of medical students (N = 423) completed the LASSI during orientation. Academic outcomes included first-semester GPA, pre-clerkship GPA, COMLEX-USA Level 2, and COMLEX-USA Level 3 scores. Correlational analyses, Pearson's r and Spearman's ρ, were used to explore relationships between LASSI subscales and performance measures. Partial correlation analysis was utilized to control for gender, MCAT scores, and Undergraduate Science GPA (USGPA).

Across cohorts, Time Management demonstrated small but statistically significant correlations with first-semester GPA (r = 0.11; p=0.028) and pre-clerkship GPA (r=0.10; p=0.036). Selecting Main Ideas correlated with COMLEX-USA Level 2 scores (r = 0.16; p=0.007), and Information Processing correlated with COMLEX-USA Level 3 scores (r=0.40; p=0.014). Between cohorts, analyses yielded variability suggesting that learning strategies may differ across classes. Subscales with minimal variance, such as Attitude, Motivation, and Test Taking Strategies, did not predict outcomes, which differ from prior meta-analysis findings in other populations.

Findings support the use of the LASSI as a tool for guiding academic support in medical education. Targeting interventions focused on Information Processing, Selecting Main Ideas, and Time Management may enhance performance on both internal exams and board exams. Future research should explore longitudinal patterns and the impact of learning strategy instruction on LASSI scores and academic outcomes.