scholarly journals The Impact of Writing on Academic Performance for Medical Students

2021 ◽  
Author(s):  
Songeui Kim ◽  
Ji Won Yang ◽  
Jaeseo Lim ◽  
Seunghee Lee ◽  
Jungjoon Ihm ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Learning Activity ◽  
Transfer Of Knowledge ◽  
Significant Difference ◽  
Memory Type ◽  
The Impact ◽  
Rote Memory

Abstract Background: Writing is a useful learning activity that promotes higher-order thinking, but there are limited studies that prove its effectiveness. In previous research, researchers tested the effect of summary writing on students’ comprehension and found no significant difference from that of re-studying texts. The purpose of this study, therefore, is to expand previous findings and investigate the effect of two types of writing tasks on medical students’ academic performance, specifically in the transfer of knowledge.Methods: An experiment was conducted with 139 medical students from Seoul National University College of Medicine. They were randomly assigned to three study conditions: self-study (SS), expository writing (EW), and argumentative writing (AW) group. Each group studied the given material by the method they were assigned, and they were tested on their comprehension and transfer of knowledge using rote-memory type items and transfer type items respectively.Results: The results showed that the two writing groups displayed better performance than the SS group in transfer type items, while there was no difference in scores between the EW and AW group. However, the three groups showed no significant difference in their scores for rote-memory type items. Also, there was a positive correlation between the writing scores and transfer type item scores in the AW group.Conclusions: This study provides empirical evidence for writing to be adopted in medical education for greater educational benefits. Our findings indicate that writing can enhance learning and higher-order thinking, which are critical for medical students.

scholarly journals The impact of writing on academic performance for medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Songeui Kim ◽  
Ji Won Yang ◽  
Jaeseo Lim ◽  
Seunghee Lee ◽  
Jungjoon Ihm ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Learning Activity ◽  
Transfer Of Knowledge ◽  
Significant Difference ◽  
Memory Type ◽  
The Impact ◽  
Rote Memory

Abstract Background Writing is a useful learning activity that promotes higher-order thinking, but there are limited studies that prove its effectiveness. In previous research, researchers tested the effect of summary writing on students’ comprehension and found no significant difference from that of re-studying texts. The purpose of this study, therefore, is to expand previous findings and investigate the effect of two types of writing tasks on medical students’ academic performance, specifically in the transfer of knowledge. Methods An experiment was conducted with 139 medical students from Seoul National University College of Medicine. They were randomly assigned to three study conditions: self-study (SS), expository writing (EW), and argumentative writing (AW) group. Each group studied the given material by the method they were assigned, and they were tested on their comprehension and transfer of knowledge using rote-memory type items and transfer type items respectively. Results The results showed that the two writing groups displayed better performance than the SS group in transfer type items, while there was no difference in scores between the EW and AW group. However, the three groups showed no significant difference in their scores for rote-memory type items. Also, there was a positive correlation between the writing scores and transfer type item scores in the AW group. Conclusions This study provides empirical evidence for writing to be adopted in medical education for greater educational benefits. Our findings indicate that writing can enhance learning and higher-order thinking, which are critical for medical students.

scholarly journals The Impact of Writing on Academic Performance for Medical Students

2020 ◽  
Author(s):  
Songeui Kim ◽  
Ji Won Yang ◽  
Jaeseo Lim ◽  
Seunghee Lee ◽  
Jungjoon Ihm ◽  
...  
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Medical Students ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Transfer Of Knowledge ◽  
National University ◽  
Remote Association ◽  
The Impact ◽  
Rote Memory

Abstract Background Since the 1970s, writing has been widely used in classroom settings. Writing enhances learning, but there are limited studies that prove its effectiveness, especially in the medical education setting. The purpose of this study, therefore, is to investigate the effect of writing on medical students’ academic performance. Methods An experiment was conducted with 139 medical students from Seoul National University College of Medicine. They were randomly assigned to three different groups: self-study (SS), expository writing (EW), and argumentative writing (AW) group. Each group studied the given material by the method they were assigned, and they were tested on their understanding and transfer of knowledge. We also tested students’ higher-order thinking ability using Remote Association Test (RAT). Results The results showed that the writing groups displayed better performance than the SS group in transfer type items, while there was no difference in scores between the EW and AW group. The three groups did not show any difference in rote-memory type items, but RAT scores have a positive correlation with rote-memory scores. Conclusions This study provides empirical evidence for writing to be adopted in classrooms for greater educational benefits, especially in medical education. These findings indicate that writing can enhance learning and higher-order thinking, which are critical for medical students.

scholarly journals The Impact of Writing on Academic Performance for Medical Students

2020 ◽  
Author(s):  
Songeui Kim ◽  
Ji Won Yang ◽  
Jaeseo Lim ◽  
Seunghee Lee ◽  
Jungjoon Ihm ◽  
...  
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Medical Students ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
Significant Difference ◽  
National University ◽  
Seoul National University ◽  
The Impact ◽  
The Given

Abstract Background Since the 1970s, writing has been widely used in classroom settings. Writing enhances learning, but there are limited studies that prove its effectiveness, especially in the medical education setting. The purpose of this study, therefore, is to investigate the effect of writing on medical students’ academic performance. Methods An experiment was conducted with 139 medical students from Seoul National University College of Medicine. They were randomly assigned to three study conditions: self-study (SS), expository writing (EW), and argumentative writing (AW). Each group studied the given material by the method they were assigned, and they were tested on their understanding and transfer of knowledge. Results The results showed that the two writing groups displayed better performance than the SS group in transfer type items, while there was no difference in scores between the EW and AW group. However, the three groups showed no significant difference in their scores for rote-memory type items . Also, there was a positive correlation between writing score and transfer type items in the AW group. Conclusions This study provides empirical evidence for writing to be adopted in medical education for greater educational benefits. Our findings indicate that writing can enhance learning and higher-order thinking, which are critical for medical students.

scholarly journals Residential status of medical students as a factor affecting formative and summative academic performance in Forensic Medicine at Rehman Medical College, Peshawar, Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 07-10
Author(s):  
Khalil-Ur -Rehman ◽  
Rizwan Faisal ◽  
Rizwan Qaisar ◽  
Mian Mujahid Shah
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Forensic Medicine ◽  
Residential Status ◽  
Medical College ◽  
Significant Difference ◽  
The Subject ◽  
The Mean ◽  
The Impact

Introduction: A rigorous characterization of the impact of residential status of medical students (hostelites vs. day scholars) on the particulars of their academic performance has been lacking in Pakistan. Objective: To determine the relation of residential status of third year MBBS students to their academic performance in Forensic Medicine based on comparison of their pre-professional and professional examinations results during 2019. Materials & Methods: A comparative study was conducted from August to October 2019 on the examination performance of third year MBBS students of Rehman Medical College, Peshawar in the subject of Forensic Medicine. The results of theory and viva pre-professional and professional examinations were compared and categorized by residential status of students (Hostelites or Day Scholars). Students were categorized into groups according to their academic performance. Descriptive and Comparative data analysis was performed by SPSS 22.0, keeping p≤0.05 as significant. Results: No significant difference was found in the mean marks of hostelites and day scholars in pre-professional and professional examinations. The trend of significant improvement from pre-professional to professional examinations was similar in both groups, and it applied to both the theory and viva examinations. A significant correlation existed between the performance in two examinations among all students with no difference between the hostelites and day scholars. Conclusion: Residential status of MBBS students had no effect on their academic performance in the subject of Forensic Medicine. Keywords: Academic performance, Forensic Medicine, hostelites, day scholars

scholarly journals The Impact of an Educational Program on Medical Students’ Knowledge and Awareness of Elder Abuse

2021 ◽  
Vol 8 ◽  
pp. 238212052110164
Author(s):  
Abbie West ◽  
Cara Cawley ◽  
Elizabeth Crow ◽  
Alexis M. Stoner ◽  
Natalie M. Fadel ◽  
...  
Keyword(s):  
Medical Students ◽  
Educational Program ◽  
Survey Methodology ◽  
Elder Abuse ◽  
P Value ◽  
Significant Difference ◽  
Survey Results ◽  
Second Year ◽  
College Of Osteopathic Medicine ◽  
The Impact

Objective: Approximately 1 in 6 adults 60 and older have experienced a form of abuse in the past year. Many cases remain under-reported due to lack of knowledge and awareness. This study created an educational program on elder abuse for medical students to determine if participation would increase knowledge and awareness of elder abuse. Methods: This study used a pre and post survey methodology to evaluate students’ knowledge and awareness of elder abuse before and after participating in this educational program. Sixty first and second year osteopathic medical students at the Edward Via College of Osteopathic Medicine, Carolinas Campus participated in this study. Students were emailed a pre-survey to evaluate their pre-existing knowledge and awareness. The survey was, previously created by the Student Training on Preventing Domestic Violence (STOP-DV) team using validated measures. Participants then attended educational events about various forms of elder abuse and recognizing its associated signs, and afterward completed the post-survey. The results were compared using t-tests to determine if there was a significant difference. Results: First and second year students differed significantly in pre-survey results of knowledge but not post-survey results. The results showed a significant difference in overall mean knowledge ( P-value < .001) and awareness scores ( P-value < .001) in all students. Conclusion: These results suggest education on elder abuse can enable future physicians to better recognize, understand, and support older adults regarding elder maltreatment.

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals A Scoping Review on Implementation of I-Think Maps and Its Effects on Higher Order Thinking Skills in Malaysian Schools

2021 ◽  
Vol 17 (2) ◽  
pp. 169
Author(s):  
Lina Mursyidah Hamzah ◽  
Wan Mazwati Wan Yusoff
Keyword(s):  
Scoping Review ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Measurement Scale ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Research Activities ◽  
Teachers And Students ◽  
The Impact

Abstract: Malaysian schools have been implementing i-Think program as a means to develop higher order thinking skills among primary and secondary school students since 2013. Thus, there is a need to assess the implementation of the i-Think program since it was made compulsory almost seven years ago. This paper reports a scoping review of research activities conducted on the implementation of the i-Think program in Malaysian schools to synthesize studies on the implementation of the i-Think program in the classrooms; teachers' and students’ acceptance of the program; examine its impact on HOTS and students’ achievement; and to identify and disseminate the gaps in the works of literature. Forty articles were reviewed and the results indicated that the data on how i-Think programs were implemented in classrooms were so small that no definite conclusions could be made. Results on both students' and teachers’ levels of knowledge on i-Think maps were mixed. Majority of studies showed that i-Think maps significantly enhanced students’ achievement. However, no study measured the impact of i-Think on HOTS despite researchers' claim that i-Think maps had stimulated students’ HOTS. Thus, future studies should focus on showing correlation between i-Think and HOTS by using a validated measurement scale to assess students’ HOTS, development of valid and reliable measurement scale to gather a large pool of data to illustrate more comprehensively the status of i-Think implementation in schools throughout Malaysia, support systems provided to teachers at school and district level, and identifying barriers that hinders teachers from implementing i-Think program. Keywords: HOTS, i-Think Maps, Malaysian schools, Scoping review.

scholarly journals Effectiveness of Non-Traditional Activities to Develop the Mathematical Higher Order Thinking Skills of Grade-Seven Students

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Emmanuel P. Abuzo
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Traditional Lecture ◽  
Problem Solving Skills ◽  
Higher Order Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
Equivalent Control

Developing critical thinking and problem solving skills of students are some of the important goals that every school must set. This study determined the effectiveness of non-traditional activities to develop mathematical higher order thinking skills of grade seven students. This study employed the non-equivalent control group experimental design, which involved 83 grade 7 students of Sawata National High School. There were two sections used in this study, the control group which the researcher used the traditional lecture activity and the experimental group, were the students exposed to non-traditional activities: manipulative activities, computer-aided activities, and reflective writing activities. The specific subject matters covered were the second-grading mathematics seven topics which are measurement and measuring of length, measuring mass/weight and volume, and measuring angles, time and temperature. The data were gathered using the multiple choice teacher’s made test in the pre-test and post-test. Prior to the study, the higher order thinking skills of the two groups had no significant difference. The result changed after the treatment was given. The study concludes that the used of non-traditional activities were effective over the traditional activity in the development of the higher order thinking skills of the students. The study recommends integration of non-traditional activities to develop the higher order thinking skills of the students.Keywords— Education, non-traditional activities, higher order thinking skills, experimental, non-equivalent, Davao City, Philippines

scholarly journals Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

2020 ◽  
Vol 8 (6) ◽  
pp. 250-255
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Treatment Session ◽  
Learning Activity ◽  
Control Group ◽  
Significant Difference ◽  
Technological Developments ◽  
The Impact

This study aims to examine the effectiveness of interactive entrepreneurship activity in mathematics learning towards students’ mastery in mathematics concepts. The objective is to look at the impact of implementing an active learning strategy combined with technology on mastery of mathematics concepts after engaging in a learning activity. The combination of technology in interactive learning and games kits in the form of interactive entrepreneurship activity has resulted in the innovation of learning strategies to enhance the learning interest, enjoyment and to influence the mastery of students' mathematics concepts. The effectiveness study of the strategy was conducted using an experimental study design that involved 109 students from 2 secondary schools who had participated in a 4-week mathematics learning treatment session. The experiment group was exposed to interactive entrepreneurship activity through the use of a learning kit while the control group followed conventional learning for a selected mathematics topic. Post-test were conducted to see differences in understanding and achievement of mathematics concepts for both groups of students. The results show that there is a significant difference between the mastery of mathematics concept of the experiment group students and the control group students. This shows that the integration of technology in learning activities has a positive impact on student learning. The implications of the study indicate that teachers need to constantly improve pedagogical knowledge based on current technological developments and improve teaching strategies in order to improve student competencies. The parties also need to provide the latest technology to improve the quality of education in line with global developments.

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