The Relationships among Learning Behaviors, Major Satisfaction, and Study Skills of First-Year Medical Students.
- Author:
Minjung PARK
1
Author Information
1. Department of Medical Education, Chungnam National University School of Medicine, Daejeon, Korea. geil4@cnu.ac.kr
- Publication Type:Original Article
- Keywords:
Learning;
Personal satisfaction;
Test taking skill;
Medical students
- MeSH:
Housing;
Humans;
Learning;
Personal Satisfaction;
Schools, Medical;
Students, Medical;
Test Taking Skills;
Time Management;
Writing;
Surveys and Questionnaires
- From:Korean Journal of Medical Education
2011;23(2):83-93
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study aims at increasing our understanding of first-year medical students' learning behaviors, major satisfaction, and study skills. We investigate different features of freshmen's behavior in relation to learning and explore the extent to which freshmen were satisfied with their major and perceived their study skills. METHODS: A total of 106 freshmen participated in this study. At midyear, first-year medical students were asked to complete a questionnaire that included the learning behaviors, major satisfaction, and study skills. The data collected from the survey were analyzed using t-test, ANOVA, chi-square test, correlation analysis, and multiple regression analysis. RESULTS: The study reported that most of freshmen had a lot of difficulties in studying at medical school by lack of prior learning. Despite first-year students, they were studying hard their major. Freshmen spent studying an average of 1 hour or less than 2 hours every day. The study also indicated that of major satisfaction, the overall satisfaction of the department was the highest and the satisfaction in learning environment was the lowest. There were significant differences among the freshmen on the major satisfaction due to admission process, academic performance, and housing type. Of 11 study skills, while freshman highly perceived their teamwork, stress management, and reading skills, their weak study skills identified in this study were writing, note taking, time management, and test taking skills. There were significant differences among the freshmen on the study skills due to gender and academic performance. Finally, freshmen's learning behaviors and major satisfaction were significantly associated with some of study skills. CONCLUSION: This study may have implications for the academic adjustment and learning processes in the first year. We need to consider variables such as learning behaviors, major satisfaction, and study skills, when discussing about how to maximize the learning potential of medical students. It is also important that we develop education program so that all students acquire these necessary skills and continue to improve positive behaviors related to learning.
