scholarly journals Perspectives on Teaching Approaches and the Grade Point Average Attainment of Undergraduate Medical Students at University of Zambia

2019 ◽  
Vol 6 (12) ◽  
Keyword(s):  
Medical Students ◽  
Grade Point Average ◽  
Teaching Approaches ◽  
Undergraduate Medical Students ◽  
Grade Point

scholarly journals Stress and Its Association with the Academic Performance of Undergraduate Fourth Year Medical Students at Universiti Kebangsaan Malaysia

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Harlina H Siraj ◽  
Salam A ◽  
Roslan R ◽  
Hasan NA ◽  
Jin TH ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Stress Level ◽  
High Stress ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Close Family Member ◽  
Negative Effect

Introduction: Student can be stressed due to different stressors such as academic, financial, health related or loss of close family member or friend, etc. Stress is the bodies’ reaction both neurologically and physiologically to adapt to the new condition. Stress has a negative effect on the academic performance of the students. This study was aimed to explore the stress and stressors and also to determine the association between stress levels and the academic performances in terms of cumulative grade point average (CGPA) of undergraduate medical students. Methods: It was a cross-sectional study conducted among all 234 year-4 medical students of Universiti Kebangsaan Malaysia (UKM), session 2011-2012. Sample size comprised of 179 students after fulfilling all inclusion and exclusion criteria. A validated Medical Students’ Stressor Questionnaire (MSSQ) was used to collect the data. Stress level and its association with CGPA of semester-1 examination were analysed. Results: Response rate was 76.49%, where 72% were female and 69% resided in the hostel. Academic Related and Social-related Stressors caused for severe and high stress in 84% and 49% respondents respectively, with insignificant differences between gender and residency. Respondents with a high and severe stress level were observed to have higher CGPA. Conclusion: UKM medical students are highly resourceful to manage their stress well and thus denying the negative effect of stress towards their academic performance. Medical schools should train students exposing various personal and professional developmental activities that able to face the everyday challenges and manage stress well and thereby achieve better academic performance.

scholarly journals HUBUNGAN GAYA BELAJAR DENGAN INDEKS PRESTASI KUMULATIF PADA MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS SYIAH KUALA YANG MENDERITA DISPEPSIA FUNGSIONAL

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Sakdiah Sakdiah ◽  
Taufik Suryadi ◽  
Ashila Rahmatika Putri
Keyword(s):  
Medical Students ◽  
Grade Point Average ◽  
Learning Style ◽  
Functional Dyspepsia ◽  
Random Sampling ◽  
Clinical Symptoms ◽  
Visual Learning ◽  
Stratified Random Sampling ◽  
Cross Sectional ◽  
Grade Point

Abstrak. Dispepsia fungsional merupakan kelainan fungsional yang terdiri dari gejala klinis seperti nyeri ulu hati, perut kembung, cepat kenyang, mual dan muntah. Hal ini berpengaruh terhadap Indeks Prestasi Kumulatif (IPK) mahasiswa melalui mekanisme fisiologis dan psikologis. IPK adalah cerminan hasil nilai pencapaian pembelajaran ditingkat perkuliahan. Hasil belajar dapat dipengaruhi oleh gaya belajar. Penelitian ini bertujuan untuk mengetahui hubungan gaya belajar dengan IPK pada mahasiswa Fakultas Kedokteran Universitas Syiah Kuala yang menderita dispepsia fungsional. Jenis penelitian ini adalah analitik observasional dengan rancangan cross sectional. Teknik pengambilan sampel menggunakan probability sampling dengan metode stratified random sampling. Responden penelitian berjumlah 98 orang yang menderita dispepsia fungsional pada angkatan 2014, 2015 dan 2016. Hasil penelitian menunjukkan mahasiswa paling banyak kategori IPK sangat memuaskan (42,9%) dengan auditori adalah gaya belajar yang paling banyak digunakan (59,2%) dan diikuti oleh gaya belajar kinestetik (16,3%). Sebanyak 11% responden dengan kategori IPK pujian dan 7% diantaranya memiliki gaya belajar visual. Berdasarkan hasil analisis uji Kruskal Wallis terdapat hubungan signifikan dengan intensitas lemah antara gaya belajar dan IPK pada mahasiswa Fakultas Kedokteran Universitas Syiah Kuala yang menderita dispepsia fungsional (a0,05; p=0,000; r=-0,349). Kesimpulan dari penelitian ini, terdapat hubungan antara gaya belajar dengan IPK pada mahasiswa Fakultas Kedokteran Universitas Syiah  Kuala yang menderita dispepsia fungsional.Kata kunci: Dispepsia Fungsional, Indeks Prestasi Kumulatif, Gaya BelajarAbstract. Functional dyspepsia is a functional abnormality consisting of clinical symptoms such as epigastrial pain, flatulence, early feeling of fullness (satiety), nausea and vomiting. It affects students' Grade Point Average (GPA) through physiological and psychological mechanisms. GPA reflects the learning outcomes at the end of study, which is influenced by learning style. This study aimed to determine the relationship between learning style with GPA of medical students of Syiah Kuala University with functional dyspepsia. This was an analytic observational study with cross-sectional design. The respondents included 98 students suffering from functional dyspepsia in the force of 2014,2015 and 2016 selected using stratified random sampling. The result of the study showed that most students in the IPK category were very satisfactory (42,9%) with auditory was the most used learning style (59,2%) and followed by kinesthetic learning style (16,3%). And as many as 11% of respondents with IPK praise category and 7% of whom have visual learning style. based on the crucial wallis test results there is a significant relationship with the weak intensity between learning styles and ipk at the medical faculty students of syiah kuala university who suffer from functional dyspepsia (a0,05; p=0,000; r=-0,349). This study concluded that learning style was associated with GPA of medical students of Syiah Kuala University with functional dyspepsia.Keyword: functional dyspepsia, Grade Point Average, learning style

scholarly journals Correlation Learning Style with Grade Point Average Fourth Year Medical Student

2021 ◽  
Vol 9 (T3) ◽  
pp. 358-361
Author(s):  
Resti Rahmadika Akbar ◽  
Elvinas Sari Nasution
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Grade Point Average ◽  
Learning Style ◽  
Medical Science ◽  
Bivariate Analysis ◽  
Model Learning ◽  
Cross Sectional ◽  
Important Indicator ◽  
Grade Point

BACKGROUND: Learning achievement is an important indicator to determine the learning and teaching process, each student has a different learning style. Student learning learns how they choose the suitable method and the results obtained optimally. A student must also learn their learning styles to choose methods or ways of learning that are appropriate to their character. AIM: Knowing the relationship between learning style and cumulative Grade Point Average (GPA) of 4th-year students at the Faculty of Medicine, Universitas Baiturrahmah. METHODS: The scope of this research covers the fields of medical science, especially medical education, correlative analytical research with cross-sectional design. The study was conducted at the Medical Faculty Universitas Baiturrahma. The study was conducted from May to January 2019. The affordable population in this study were 4th-year students numbered 80 students with the Simple Random Sampling technique. Data analysis was univariately presented in the form of a frequency distribution table and bivariate analysis using the correlation test using the SPSS program. RESULTS: At most with female gender, namely (71.3%), the highest place is at most boarding, namely (77.5%), most have quad-model learning styles, namely (80%), most have a GPA graduated that is (61.3%), there is a relationship between the learning style and the GPA of 4th-year medical students with a value of p = 0.024 (p < 0.05) and r = 0.0253. CONCLUSION: It can be concluded that the 4th-year medical students have the most female sex, the most places to live are boarding, quad-model learning style, and there is a correlation between learning styles and the 4th year GPA Medicine at Universitas Baiturrahmah.

scholarly journals A Cross-sectional Study Investigating Learning Approaches in Undergraduate Medical Education

2019 ◽  
Author(s):  
Aya Akhras ◽  
Waseem Wahood ◽  
Fatemeh Abdulrahman Amir Rad ◽  
Christopher Tuffnell ◽  
David Davis ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Learning Approaches ◽  
Strategic Learning ◽  
Sectional Study ◽  
Teaching Approaches ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Initial Results

Abstract Objective The primary objective of this proof-of-concept cross-sectional study was to identify a framework for appraising the learning-approaches of undergraduate medical students in a competency based medical curriculum and correlating the results with teaching-approaches, as well as academic performance. The study was pursued at MBRU, which is a medical school in the Middle East with an undergraduate entry medical program. Results Our framework was blueprinted using the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire, to which we made some modifications such that the overall cogency of the questionnaire wasn’t affected. Initial results with modified ASSIST at MBRU showed that most of our students adopted Deep or Strategic-learning approaches. This observation is in line with other studies in the literature, which shows that modified ASSIST is a suitable tool for mapping generic learning approaches with teaching approaches. Further, based on the insights from our initial results following the implementation of modified ASSIST, we have considered specific pedagogical strategies, in practice at MBRU, which cater to the generic learning approaches of majority of our undergraduate medical students. These pedagogical approaches, A. Feynman’s Technique; and B. Blended learning strategies, if implemented suitably in a curriculum will transform “Surface-learners” to “Deep/Strategic-learners”.

scholarly journals Selected Skill Sets As Building Blocks for Secondary-To-Tertiary Education Bridge: A Retrospective Longitudinal Study Among Undergraduate Medical Students

2021 ◽  
Author(s):  
Laila Alsuwaidi ◽  
Farah Otaki ◽  
Amar Hassan Khamis ◽  
Reem AlGurg ◽  
Ritu Lakhtakia
Keyword(s):  
Academic Performance ◽  
Longitudinal Study ◽  
Medical Students ◽  
Multiple Stressors ◽  
Tertiary Education ◽  
Building Blocks ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Skill Sets ◽  
Proficiency Scores

Abstract Background: The secondary-to-tertiary education transition is a significant milestone in the students’ academic journeys. This is particularly relevant to entry into medical schools, which is characterized by multiple stressors. Although this crucial transition has been repetitively explored, the concept of proactively intervening to support this transition, by fostering Self- Regulated Learning, is still novel. Accordingly, through this study, the authors investigate the efficacy of an online Multi-dimensional Resilience Building Intervention and analyse the association between the students' proficiency of selected skill sets and their academic performance over time. Methods: A retrospective longitudinal study was conducted on one cohort of undergraduate medical students. The students were offered an online learning and development intervention around four skill sets during the first curricular year of an undergraduate Bachelor of Medicine, Bachelor of Surgery program. Deidentified data, related to the students' proficiency of the four selected skill sets and the students’ academic performance: Grade-Point-Average, were retrieved. The data was analysed using SPSS for Windows version 27.0. Results: Out of the 63 admitted students, 28 participated in the offered intervention. The correlational analysis showed how increase in the overall score of skill sets proficiency was significantly associated with Year 1 GPA and cGPA. The students’ proficiency in the respective skill sets, however, was independent from their Year 2 GPA. Additionally, the performance of the students seemed to be not associated with their proficiency scores in each of the selected skill sets, independently. Conclusions: The innovative intervention of developing selected skill sets constituted an efficacious bridge to facilitate the secondary-to-tertiary education transition. Adapting such a multi-dimensional, resilience building intervention holds the potential of facilitating the students’ entry into medical school and improving their performance. As the medical student progresses, the acquired skills need to be continuously reinforced and effectively built upon.

scholarly journals The importance of motivation in selecting undergraduate medical students for extracurricular research programmes

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260193
Author(s):  
Belinda W. C. Ommering ◽  
Floris M. Van Blankenstein ◽  
Merel van Diepen ◽  
Nelleke A. Gruis ◽  
Ada Kool ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Intrinsic Motivation ◽  
Motivational Factors ◽  
Drop Out ◽  
Future Research ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Research Programmes ◽  
Physician Scientists

Introduction Extracurricular research programmes (ERPs) may contribute to reducing the current shortage in physician-scientists, but usually select students based on grades only. The question arises if students should be selected based on their motivation, regardless of their previous academic performance. Focusing on grades and lacking to take motivation into account when selecting students for ERPs might exclude an important target group when aiming to cultivate future physician-scientists. Therefore, this study compared ERP students with lower and higher previous academic performance on subsequent academic performance, ERP performance, and motivational factors. Methods Prospective cohort study with undergraduate medical students who filled in a yearly questionnaire on motivational factors. Two student groups participating in an ERP were compared: students with first-year grade point average (GPA) ≥7 versus <7 on a 10-point grading scale. Linear and logistic regressions analyses were used to compare groups on subsequent academic performance (i.e. third-year GPA, in-time bachelor completion), ERP performance (i.e. drop-out, number of credits), and motivational factors (i.e. intrinsic motivation for research, research self-efficacy beliefs, perceptions of research, curiosity), while adjusting for gender and motivational factors at baseline. Results The <7 group had significantly lower third-year GPA, and significantly higher odds for ERP drop-out than the ≥7 group. However, there was no significant between-group difference on in-time bachelor completion and the <7 group was not inferior to the ≥7 group in terms of intrinsic motivation for research, perceptions of research, and curiosity. Conclusions Since intrinsic motivation for research, perceptions of research, and curiosity are prerequisites of future research involvement, it seems beneficial to focus on motivation when selecting students for ERPS, allowing students with lower current academic performance to participate in ERPs as well.

scholarly journals Evaluation of the Awareness of the Yazd Medical Students about Common Oral Diseases and its Relationship with General Health of the Body

2021 ◽  
Author(s):  
Seyed Hosein Tabatabaei ◽  
Seyed Mehdi Kalantar ◽  
Mohammad Hasan Akhavan Karbassi ◽  
Hossein Fallahzade ◽  
Zahra Akbari ◽  
...  
Keyword(s):  
Medical Students ◽  
Grade Point Average ◽  
General Health ◽  
Cross Sectional Study ◽  
The Body ◽  
Oral Diseases ◽  
Cross Sectional ◽  
Grade Point ◽  
General Body ◽  
The Mean

Introduction: Considering the importance of oral health as a part of general health and the role of physicians in community health, the present study was conducted to investigate the relationship between common oral diseases and general body health from the perspective of medical students in Yazd City in 2018. Methods: In this descriptive cross-sectional study, 210 internship and pre-internship students of Shahid Sadoughi University of Medical Sciences in Yazd Cityin 2018 were selected randomly and their knowledge about common oral and dental diseases and its relationship with general body health was assessed through a valid and reliabile questionnaire consisted of 10 questions. Data were entered into SPSS version 16 statistical software and analyzed using descriptive statistics and T-test. Results: In the present study, 191 internship and pre-internship students completed the research questionnaire, of which 101 were female (52.8 %) and 90 were male (47.1%). The mean age of the students was 24.07 ±1.92. Their mean grade point average at the time of the study was 15/95±1/28. The mean score of their knowledge of oral diseases was 9.79 ± 3.27 with a range of 1 to 19. There was no statistically significant relationship between the mean score of knowledge in terms of age, sex, semester and grade point average (p˃0/05). Conclusion: The results showed that the mean score of knowledge of the internship and pre-internship students about common oral diseases and its relationship with general health is low. Therefore, it seems necessary to improve the level of knowledge of medical students in this regard by adding the mentioned topics to the educational curriculum of medical students.

scholarly journals Effect of Video Game Usage on Academic Performance of Medical Students in King Abdulaziz University

2015 ◽  
Vol 22 (1) ◽  
pp. 33-38
Author(s):  
Ahmed A. Aljohaney
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Video Games ◽  
Grade Point Average ◽  
Video Game ◽  
Large Scale ◽  
Harmful Effect ◽  
Grade Point Averages ◽  
Grade Point ◽  
King Abdulaziz University

Habitual playing of video games is believed to have a harmful effect on the academic performance of students. This study tracks the effect of video game playing on the academic performance of medical students in Saudi Arabia. During May through August 2013, 307 medical students in their final years filled a cross-sectional survey to collect data on the use of video games at King Abdulaziz University. Results showed female students played video games less than male students. Additionally, video game users were more likely than nonusers to have scores between 4.0 and 4.4 on a 5 point grade point average scale. While higher scoring students were less likely to play video games, only 25.6% of the surveyed students could be included in that category, and 71.8% of those students played video games for < 1 hr /day. Students who played video games for > 1 hr/day had a lesser chance (50.4%) of scoring within the highest range of grade point averages. The results indicate that while limited use of video games may improve grade point average scores, video gaming could not be recommended for students who want to score in the highest tier of grade point averages. A large-scale multi-institutional study is required to confirm these observations.  

scholarly journals Learning styles and academic achievement among undergraduate medical students in Thailand

2015 ◽  
Vol 12 ◽  
pp. 38 ◽  
Author(s):  
Wichuda Jiraporncharoen ◽  
Chaisiri Angkurawaranon ◽  
Manoch Chockjamsai ◽  
Athavudh Deesomchok ◽  
Juntima Euathrongchit
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Learning Content ◽  
Index Of Learning Styles ◽  
High Academic Achievement

Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

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