Invited Commentary

Commentary on "A Comparison of Medical Students' Learning Approaches between the First and Fourth Years"

Authors: Loretta Jackson-Williams, MD, PhD

Abstract

In this month’s issue of the Southern Medical Journal, May and colleagues detail their use of validated tools to measure learning styles in students.1 The authors conclude that the students’ approaches to learning did change, with a significant decrease in the surface apathetic approach and the students self-identifying as being more reflective learners. This could be viewed as a step toward the creation of critical thinkers who are engaged in active learning in medical education through a case-based curriculum that emphasized small-group exercises and independent study modules.

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References

1. Chung E-K, Elliott D, Fisher D, et al. A comparison of medical students’ learning approaches between the first and fourth years. South Med J 2015;108:207-210.
 
2. Michael J. Where’s the evidence that active learning works? Adv Physiol Educ 2006;30:159-167.
 
3. Koles PG, Stolfi A, Borges NJ, et al. The impact of team-based learning on medical students’ academic performance. Acad Med 2010;85:1739-1745.
 
4. Association of American Medical Colleges. Learning objectives for medical student education--guidelines for medical schools. The Medical School Objectives Project, https://members.aamc.org/eweb/upload/Learning%20Objectives%20for%20Medical%20Student%20Educ%20Report%20I.pdf. Published January 1998. Accessed March 9, 2015.
 
5. Graffam B. Active learning in medical education: strategies for beginning implementation. Med Teach 2007;29:38-42.
 
6. White C, Bradley E, Martindale J, et al. Why are medical students ‘checking out’ of active learning in a new curriculum? Med Educ 2014;48:315-324.a