The Association Between Assigned Independent Learning Schedule and Medical Student Performance on Examinations

Patricia (Patty) Carney, Leslie A. Haedinger, Leslie Kahl, Nicole Deiorio, Erin M. Bonura, Jeff Kraakevik

Research output: Contribution to journalArticle

Abstract

Studies of college bound high school students found that these learners base study practices on their beliefs about how they perceive they learn best. Research on study habits and examination performance is absent in medical education but is important because it suggests potential ways a learner can regulate performance. We tested the hypothesis that students whose independent learning time was assigned to occur on Thursday afternoon would perform better on weekly Friday examinations compared to students who have independent study time on Monday afternoon or Tuesday morning. To test this hypothesis, we linked data on timing of assigned independent learning sessions to student demographic characteristics and MCAT scores and then to performance on weekly examinations among 148 medical students undertaking the first 12 months of Oregon Health & Science University’s School of Medicine curriculum. The mean age of students in our study sample was 26.3 years with a range of 22–42. Most identified as female (54.1%), white (76.0%), non-Hispanic (95.9%), and single (74.2%) without children (96.6%). Total MCAT scores averaged 31.2 with a range of 24–40. Mean Friday examination scores ranged from 84.0 to 85.8 in Term 1 (p = 0.23), 84.8 to 85.1 in Term 2 (p = 0.96), and 84.1 to 85.5 in Term 3 (p = 0.40). We found no statistical differences in students’ demographic and MCAT scores according to either term or timing of assigned independent learning sessions. Thus, the timing of assigned independent learning sessions made no difference on weekly examination scores. More research is needed on study patterns to help inform students on how habits could be regulated to help improve performance.

Original languageEnglish (US)
Pages (from-to)253-257
Number of pages5
JournalMedical Science Educator
Volume27
Issue number2
DOIs
StatePublished - Jun 1 2017

Fingerprint

Medical Students
medical student
Appointments and Schedules
Learning
Students
examination
learning
performance
student
Habits
habits
Demography
Medical Education
Research
Curriculum
school
Medicine
medicine
curriculum
Health

Keywords

  • Medical education
  • Medical Student exam performance

ASJC Scopus subject areas

  • Medicine (miscellaneous)
  • Education

Cite this

The Association Between Assigned Independent Learning Schedule and Medical Student Performance on Examinations. / Carney, Patricia (Patty); Haedinger, Leslie A.; Kahl, Leslie; Deiorio, Nicole; Bonura, Erin M.; Kraakevik, Jeff.

In: Medical Science Educator, Vol. 27, No. 2, 01.06.2017, p. 253-257.

Research output: Contribution to journalArticle

@article{22457f68ccc74b1895279214aac83d97,
title = "The Association Between Assigned Independent Learning Schedule and Medical Student Performance on Examinations",
abstract = "Studies of college bound high school students found that these learners base study practices on their beliefs about how they perceive they learn best. Research on study habits and examination performance is absent in medical education but is important because it suggests potential ways a learner can regulate performance. We tested the hypothesis that students whose independent learning time was assigned to occur on Thursday afternoon would perform better on weekly Friday examinations compared to students who have independent study time on Monday afternoon or Tuesday morning. To test this hypothesis, we linked data on timing of assigned independent learning sessions to student demographic characteristics and MCAT scores and then to performance on weekly examinations among 148 medical students undertaking the first 12 months of Oregon Health & Science University’s School of Medicine curriculum. The mean age of students in our study sample was 26.3 years with a range of 22–42. Most identified as female (54.1{\%}), white (76.0{\%}), non-Hispanic (95.9{\%}), and single (74.2{\%}) without children (96.6{\%}). Total MCAT scores averaged 31.2 with a range of 24–40. Mean Friday examination scores ranged from 84.0 to 85.8 in Term 1 (p = 0.23), 84.8 to 85.1 in Term 2 (p = 0.96), and 84.1 to 85.5 in Term 3 (p = 0.40). We found no statistical differences in students’ demographic and MCAT scores according to either term or timing of assigned independent learning sessions. Thus, the timing of assigned independent learning sessions made no difference on weekly examination scores. More research is needed on study patterns to help inform students on how habits could be regulated to help improve performance.",
keywords = "Medical education, Medical Student exam performance",
author = "Carney, {Patricia (Patty)} and Haedinger, {Leslie A.} and Leslie Kahl and Nicole Deiorio and Bonura, {Erin M.} and Jeff Kraakevik",
year = "2017",
month = "6",
day = "1",
doi = "10.1007/s40670-017-0389-1",
language = "English (US)",
volume = "27",
pages = "253--257",
journal = "Medical Science Educator",
issn = "2156-8650",
publisher = "Springer New York",
number = "2",

}

TY - JOUR

T1 - The Association Between Assigned Independent Learning Schedule and Medical Student Performance on Examinations

AU - Carney, Patricia (Patty)

AU - Haedinger, Leslie A.

AU - Kahl, Leslie

AU - Deiorio, Nicole

AU - Bonura, Erin M.

AU - Kraakevik, Jeff

PY - 2017/6/1

Y1 - 2017/6/1

N2 - Studies of college bound high school students found that these learners base study practices on their beliefs about how they perceive they learn best. Research on study habits and examination performance is absent in medical education but is important because it suggests potential ways a learner can regulate performance. We tested the hypothesis that students whose independent learning time was assigned to occur on Thursday afternoon would perform better on weekly Friday examinations compared to students who have independent study time on Monday afternoon or Tuesday morning. To test this hypothesis, we linked data on timing of assigned independent learning sessions to student demographic characteristics and MCAT scores and then to performance on weekly examinations among 148 medical students undertaking the first 12 months of Oregon Health & Science University’s School of Medicine curriculum. The mean age of students in our study sample was 26.3 years with a range of 22–42. Most identified as female (54.1%), white (76.0%), non-Hispanic (95.9%), and single (74.2%) without children (96.6%). Total MCAT scores averaged 31.2 with a range of 24–40. Mean Friday examination scores ranged from 84.0 to 85.8 in Term 1 (p = 0.23), 84.8 to 85.1 in Term 2 (p = 0.96), and 84.1 to 85.5 in Term 3 (p = 0.40). We found no statistical differences in students’ demographic and MCAT scores according to either term or timing of assigned independent learning sessions. Thus, the timing of assigned independent learning sessions made no difference on weekly examination scores. More research is needed on study patterns to help inform students on how habits could be regulated to help improve performance.

AB - Studies of college bound high school students found that these learners base study practices on their beliefs about how they perceive they learn best. Research on study habits and examination performance is absent in medical education but is important because it suggests potential ways a learner can regulate performance. We tested the hypothesis that students whose independent learning time was assigned to occur on Thursday afternoon would perform better on weekly Friday examinations compared to students who have independent study time on Monday afternoon or Tuesday morning. To test this hypothesis, we linked data on timing of assigned independent learning sessions to student demographic characteristics and MCAT scores and then to performance on weekly examinations among 148 medical students undertaking the first 12 months of Oregon Health & Science University’s School of Medicine curriculum. The mean age of students in our study sample was 26.3 years with a range of 22–42. Most identified as female (54.1%), white (76.0%), non-Hispanic (95.9%), and single (74.2%) without children (96.6%). Total MCAT scores averaged 31.2 with a range of 24–40. Mean Friday examination scores ranged from 84.0 to 85.8 in Term 1 (p = 0.23), 84.8 to 85.1 in Term 2 (p = 0.96), and 84.1 to 85.5 in Term 3 (p = 0.40). We found no statistical differences in students’ demographic and MCAT scores according to either term or timing of assigned independent learning sessions. Thus, the timing of assigned independent learning sessions made no difference on weekly examination scores. More research is needed on study patterns to help inform students on how habits could be regulated to help improve performance.

KW - Medical education

KW - Medical Student exam performance

UR - http://www.scopus.com/inward/record.url?scp=85061902764&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85061902764&partnerID=8YFLogxK

U2 - 10.1007/s40670-017-0389-1

DO - 10.1007/s40670-017-0389-1

M3 - Article

AN - SCOPUS:85061902764

VL - 27

SP - 253

EP - 257

JO - Medical Science Educator

JF - Medical Science Educator

SN - 2156-8650

IS - 2

ER -