Purpose We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education.
Methods Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later.
Results The core words were “planning and execution,” “daily reviews” in the study schedule category; “focusing in class” and “taking notes” among class-related category; and “lecture notes,” “previous exams or papers,” and “textbooks” in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores.
Conclusion In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.
Citations
Citations to this article as recorded by
Exploring the Psychosocial Characteristics and Systematic Support of Academically Maladjusted Students Young-Soon Park, Kyunghee Chun, Tae Hee Lee Korean Medical Education Review.2022; 24(3): 215. CrossRef
The Relationships among Learning Emotions, Learning Attitudes, Major Satisfaction, Learning Flow, and Academic Achievement of Medical School Students So-Jung YUNE, Sang-Yeoup LEE, Bee-Sung KAM, Sun-Ju IM Journal of Fisheries and Marine Sciences Education.2016; 28(2): 582. CrossRef
The Relationship between Academic Achievements and Curricular Changes on Anatomy Based on Basic Medical Education Examination Hyo Jeong Hong, Sang-Pil Yoon Korean Journal of Physical Anthropology.2016; 29(3): 105. CrossRef
Purpose of medical education Young Joon Ahn Korean Journal of Medical Education.2015; 27(2): 75. CrossRef
PURPOSE The purpose of this research was to describe our group counseling methods for medical students with drop-out experiences.
METHODS Group counseling was offered to 11 medical students with drop-out experiences in their previous second semester.
All subjects provided written informed consent before participating and completed a 2-day group counseling program using the Gestalt approach. The self-assertiveness training group counseling program consisted of 6 sessions, each of which lasted 90 minutes. Experience reports by participants after the program and data from semi-structured qualitative interviews were qualitatively analyzed.
RESULTS Program participants reported that they were moderately satisfied with the program regarding its usefulness and helpfulness on self-awareness, understanding, and reminding them of attempts to change behavior. Most students showed heightened levels of sincerity perceptions and positive attitudes in every session. The results demonstrated significant changes in experience in self-esteem, self-recognition, and interpersonal relationships.
CONCLUSION A group counseling program using the Gestalt approach could help medical students with drop-out experiences to adjust with 1 year their juniors, enhance their self-esteem, contribute to their psychological well-being, and prevent student re-failure through effective stress management and improved interpersonal relationships.
Citations
Citations to this article as recorded by
The Effects of Medical Students’ Traits and College Life on Academic Failure Mediated by Mental Health Garam Lee, Il-Seon Hwang, Sung-Won Jung, Soongu Kim Korean Medical Education Review.2024; 26(2): 155. CrossRef
Effects of Character Strength-Based Intervention vs Group Counseling on Post-Traumatic Growth, Well-Being, and Depression Among University Students During the COVID-19 Pandemic in Guangdong, China: A Non-Inferiority Trial Yulan Yu, Rassamee Chotipanvithayakul, Wit Wichaidit, Wei Cai Psychology Research and Behavior Management.2022; Volume 15: 1517. CrossRef
Study of anxiety and job burnout, and awareness among young anesthetists during COVID‐19 pandemic Xi Yang, Yunxia Zuo Ibrain.2022; 8(3): 338. CrossRef
Exploring the Psychosocial Characteristics and Systematic Support of Academically Maladjusted Students Young-Soon Park, Kyunghee Chun, Tae Hee Lee Korean Medical Education Review.2022; 24(3): 215. CrossRef
Two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education Soon Ok Lee, Sang Yeoup Lee, Sunyong Baek, Jae Seok Woo, Sun Ju Im, So Jung Yune, Sun Hee Lee, Beesung Kam Korean Journal of Medical Education.2015; 27(2): 99. CrossRef
A Case Study on Approaches to Supporting Medical Students with Burnout Experience Eun-Kyung Chung, Kee-Oh Chay, Eui-Ryoung Han Korean Medical Education Review.2014; 16(2): 88. CrossRef
Can Year of the Snake Be an Innovational Period of Medical Education? Sun Huh Korean Journal of Medical Education.2013; 25(1): 1. CrossRef
First
Prev
