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

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.
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.
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.
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.

掌握有效的学习策略以弥补知识缺口，是终身学习的关键技能。然而既往研究表明，医学生普遍采用低效的学习习惯。
为解决这一问题，本研究作者将符合循证学习策略（evidence-based learning strategies）的学习资源开发并整合至一门医学院课程中。通过课程前后问卷调查，评估学生的知识水平及循证学习策略使用情况的变化。后续又通过11次深度访谈，探究该学习资源对学生学习习惯的影响。
本次研究共纳入139名学生，其中43名完成课前问卷，66名完成课后问卷。学生对循证学习策略的认知水平未发生显著变化；但中位数统计显示，使用抽认卡（flashcards）的时长占比从15%提升至50%（p < .001），使用习题的时长占比从10%提升至20%（p = .0067）；而制作课堂笔记的时长占比从20%降至0%（p = .003），重读笔记的时长占比从10%降至0%（p = .009）。访谈结果显示，学生的学习习惯出现四类改变：增加主动学习技术的使用、减少自制学习资源的时间、在课程周期内多次复习课程内容，以及更多使用整合课程内容的学习技巧。
将循证学习资源融入课程体系，可提升学生对高效学习技术的使用频率，这提示该模式或许比单纯讲授循证学习知识更为有效。