‘Doing the Homework’: Medical Student Resources
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Abstract
Methodology: An electronic survey was distributed, gathering both qualitative and quantitative data on resource usage patterns. A total of 21 students responded, with 52% in Year 1 and 48% in Year 2. Participants reported their highest educational qualification and rated the frequency and manner (active, passive, neither) in which they used various digital and physical resources.
Results: Chi-squared statistical analysis revealed several significant findings related to the frequency of use of various resources and their association with perceived learning effectiveness. Among digital resources, the university’s Moodle VLE (χ2 = 35.29, p = 0.000001) and online teaching videos (χ2 = 13.57, p = 0.019) were significantly associated with effective learning. While flashcards (χ2 = 15.29, p = 0.09) and question banks (χ2 = 10.14, p = 0.071) showed a positive trend, these did not reach statistical significance (p > 0.05). Among physical resources, written notes (χ2 = 5.57, p = 0.035) and group work (χ2 = 5.57, p = 0.040) were both significantly associated with improved learning outcomes. Interestingly, support from family members (χ2 = 11.29, p = 0.046) also showed a statistically significant association, suggesting the value of peer-teaching strategies. In contrast, passive use of physical resources literature (χ2 = 8.43, p = 0.134) and online textbooks (χ2 = 5.00, p = 0.416) appeared to have minimal impact on perceived learning effectiveness.
Discussion: While the study suggests that students tend to favour online resources to support their learning, limitations such as a small sample size and reliance on self-reported data highlight the need for further research to confirm this.
Conclusion: This study offers insight into the resource preferences of pre-clinical medical students, advocating for active engagement with both digital and traditional tools to promote academic success and professional development.
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