Background/purpose: Medical curricula are designed to provide students with strong foundational biomedical knowledge and the opportunity to develop and practice effective, appropriate, and safe clinical skills. However, instruction on optimal study strategies (i.e. "learning how to learn") is often overlooked in medical programs. In this paper, we explore the attitudes towards learning and study habits of a large cohort of graduate-entry medical students in Australia.
Method: Participants in this observational study were invited to complete a questionnaire regarding their attitudes towards study behaviours and strategies, and to complete regular "study diaries" using a custom smartphone application. We collected data for first to fourth-year medical students at various timepoints throughout their academic year.
Results: We found that these students generally had a high level of literacy regarding the efficacy of evidence-based study techniques, such as practice testing and active participation, but also tended to favour less effective and more convenient and time-efficient study approaches and activities. Students also reported engaging in distracting off-task activities during approximately 61% of their "private study" sessions; however, due to the self-report nature of the data, this is likely an underestimate.
Conclusion: In conclusion, we found that there appears to be a disconnect between medical students' knowledge and practice of effective study techniques. Given this apparent dissonance-and the significant demands placed on student time and attention-we encourage educators to consider how they might best support students to engage in effective study techniques.
Keywords: Study habits; attitudes towards learning; medical education; medical students; study techniques.