Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study

PURPOSE

Applying effective learning strategies to address knowledge gaps is a critical skill for lifelong learning, yet prior studies demonstrate that medical students use ineffective study habits.

METHODS

To address this issue, the authors created and integrated study resources aligned with evidence-based learning strategies into a medical school course. Pre-/post-course surveys measured changes in students' knowledge and use of evidence-based learning strategies. Eleven in-depth interviews subsequently explored the impact of the learning resources on students' study habits.

RESULTS

Of 139 students, 43 and 66 completed the pre- and post-course surveys, respectively. Students' knowledge of evidence-based learning strategies was unchanged; however, median time spent using flashcards (15% to 50%, p < .001) and questions (10% to 20%, p = .0067) increased while time spent creating lecture notes (20% to 0%, p = .003) and re-reading notes (10% to 0%, p = .009) decreased. In interviews, students described four ways their habits changed: increased use of active learning techniques, decreased time spent creating learning resources, reviewing content multiple times throughout the course, and increased use of study techniques synthesizing course content.

CONCLUSION

Incorporating evidence-based study resources into the course increased students' use of effective learning techniques, suggesting this may be more effective than simply teaching about evidence-based learning.

Exploring the associative learning capabilities of the segmented attractor network for lifelong learning

This work explores the process of adapting the segmented attractor network to a lifelong learning setting. Taking inspirations from Hopfield networks and content-addressable memory, the segmented attractor network is a powerful tool for associative memory applications. The network's performance as an associative memory is analyzed using multiple metrics. In addition to the network's general hit rate, its capability to recall unique memories and their frequency is also evaluated with respect to time. Finally, additional learning techniques are implemented to enhance the network's recall capacity in the application of lifelong learning. These learning techniques are based on human cognitive functions such as memory consolidation, prediction, and forgetting.

An Assessment of Fine Surgical KnotTying

OBJECTIVE

Operating room simulation exercises have been well established as an effective means of improving confidence, task engagement, and learning retention among surgical residents. We have established a cost-effective model and scoring system assessing resident skills to tie secure surgical knots with minimal tension.

DESIGN

A circular grid divided into 18 segments was placed underlying an aluminum can. Trainees tie 20 surgical square knots scored for time and total knot length. Movement of the can outside the grid served as a scoring penalty. Recorded were time, length of the 20 knots, and number of segments exposed at exercise end. A score was developed to identify a progression of skills with PGY level. All outcomes were compared between classes using ANOVA.

SETTING

Brown University/Rhode Island Hospital Department of Surgery.

PARTICIPANTS

Surgical residents (PGY1-PGY5) and participating attending surgeons employed by Rhode Island Hospital.

RESULTS

Knot length and exposed segments showed trends of improved scores with ascending PGY level. Only average time attained statistical significance. Overall scores improved with PGY level: Composite scores significantly improved when comparing PGY1 to PGY3, PGY5, and Attending surgeons (p = 0.016, 0.011, and 0.011, respectively). Time significantly improved when comparing PGY1 to PGY3 and Attending surgeons (77vs. 50 and 47 seconds, p = 0.019 and 0.022 respectively). Composite scores were not significantly different above PGY3.

CONCLUSIONS

A low fidelity, high impact knot tying model has been developed to assess the ability to securely tie surgical knots while minimizing tension, with linear increases in scores that appear to plateau at the PGY3 level.

Optimizing Learning in College: Tips From Cognitive Psychology

Every fall, thousands of college students begin their first college courses, often in large lecture settings. Many students, even those who work hard, flounder. What should students be doing differently? Drawing on research in cognitive psychology and our experience as educators, we provide suggestions about how students should approach taking a course in college. We discuss time management techniques, identify the ineffective study strategies students often use, and suggest more effective strategies based on research in the lab and the classroom. In particular, we advise students to space their study sessions on a topic and to quiz themselves, as well as using other active learning strategies while reading. Our goal was to provide a framework for students to succeed in college classes.