Description and evaluation of an innovative course on learning and study skills for the first year medical students

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dc.contributor.authorDurak, Halil Ibrahim
dc.contributor.authorTorun, Sila Elif
dc.contributor.authorSayiner, Abdullah
dc.contributor.authorKandiloglu, Gulsen
dc.date.accessioned2019-10-27T19:40:47Z
dc.date.available2019-10-27T19:40:47Z
dc.date.issued2006
dc.departmentEge Üniversitesien_US
dc.description.abstractThe purpose of this study is to share educational structure and evaluation results of an innovative course on effective learning and study skills for the first year medical students. In Turkey, undergraduate medical education takes six years and each year nearly 5,000 high school graduates start medical schools. However, many students experience frustration and failure because of their lack in the learning and studying strategies. At the Ege University Faculty of Medicine, preclinical curriculum consists of the body function systems-based teaching blocks. Year one has three blocks. We implemented an effective learning and study skills course at the first and third blocks of the 2003-2004 curriculum. We evaluated the course by students' feedbacks derived from block questionnaires and students' homework performance analysis. At the first block questionnaire, out of 297, 163 students (54.8%) clearly stated that the course positively influenced their learning process. Structured analysis of the first block's students' homework showed that an average of 206 students (69.3%) can sufficiently describe their learning and studying approach, while 218 (73.4%) can identify the strengths and weaknesses of the curriculum. The average student scores were 74 +/- 10 and 68 +/- 11 out of 100 for first and third blocks, respectively. We interpreted these results as students enjoyed the course and learned the content. In conclusion, a course on effective learning and study skills is likely to assist first year medical students in improving their learning and adaptation to the school.en_US
dc.identifier.doi10.1620/tjem.210.231en_US
dc.identifier.endpage237en_US
dc.identifier.issn0040-8727
dc.identifier.issn1349-3329
dc.identifier.issue3en_US
dc.identifier.pmid17077600en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage231en_US
dc.identifier.urihttps://doi.org/10.1620/tjem.210.231
dc.identifier.urihttps://hdl.handle.net/11454/40292
dc.identifier.volume210en_US
dc.identifier.wosWOS:000241719000007en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherTohoku Univ Medical Pressen_US
dc.relation.ispartofTohoku Journal of Experimental Medicineen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectmetacognitionen_US
dc.subjectstudy skillsen_US
dc.subjectcurriculumen_US
dc.subjectmedical educationen_US
dc.titleDescription and evaluation of an innovative course on learning and study skills for the first year medical studentsen_US
dc.typeArticleen_US

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