Assessing Academic Preparedness of the First-year Medical Undergraduates: A Cross-sectional Study

Assessing the study skills of medical students is crucial to understanding their academic preparedness. Effective learning skills are essential for mastering medical curriculum, and their development can influence academic performance. This study aims to evaluate the academic preparedness of the medical students, immediately after their admission using a structured assessment tool. This cross-sectional study was carried out on 250 first year medical undergraduates immediately after their admission. The academic preparedness of the students was assessed using the self-administered "Dennis-Congo Study Skills Inventory" (DCSSI). The study skills assessed through were text-book reading, note taking, memory, test-preparation, concentration and time-management. Data were tested for normality before applying test of significance. p < 0.05 was be considered statistically significant. The analysis included evaluating gender-based differences, study skill effectiveness and their relationship to NEET scores using unpaired t tests and Mann Whitney U test. Students exhibited maximum score in test preparation (47.94 ± 6.894). However, text book reading (29.64 ± 4.445), note-taking (17.67 ± 3.542) and time-management (19.44 ± 5.253) scores were lower among the students. Females showed a trend towards better note-taking skills habits. The group with higher scores above the NEET (National Eligibility and Entrance Test) median score reported better scores in concentration. The use of the Denis Congo Study Skills Inventory to assess medical students' academic preparedness offers valuable insights into their learning strategies and areas for development. The results emphasize the need for focused interventions to improve study habits and strengthen academic resilience.