Abstract
The number of students experiencing academic difficulty continues to be a prevalent and serious issue among medical schools worldwide. While some studies have investigated the causes of underperformance, none have identified markers of “at-risk” students. This study used three diagnostic tests to determine possible identifying characteristics of students performing at different levels. Our results indicate that students with a diverging learning style may struggle in medical school and need to be guided toward a learning style that is more suitable to their career paths. Learning and Study Strategies Inventory (LASSI) reveals that low-performing students need assistance honing their test-taking and self-assessment skills. This test can be a good complement to the Kolb Learning Style Inventory (LSI). In order to promote the academic success of medical students, adequate diagnostic tests should be utilized upon the students’ matriculation to assist in finding their learning styles, strengths, and weaknesses. Thereafter, a combination of study skills, test-taking strategies, and time management learning tools should be provided to those identified to be “at risk” academically, in order to increase their chances of success.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Mcloughlin CS. Characteristics of students failing medical education: an essay of reflections. Med Educ Online [Internet]. 2009 [cited 2012 May 30]; 14:1–6. Available from: http://www.med-ed-online.org/pdf/L0000029.pdf
Paul G, Hinman G, Dottl S, Passon J (2009) Academic development: a survey of academic difficulties experienced by medical students and support services provided. Teach Learn Med 21(3):254–260
Cleland J, Arnold R, Chesser A (2005) Failing finals is often a surprise for the student but not the teacher: identifying difficulties and supporting students with academic difficulties. Med Teach 27(6):504–508
Sayer M, Chaput De Saintonge M, Evans D, Wood D (2002) Support for students with academic difficulties. Med Educ 36(7):643–650
Mcgrath B, Mcquail D (2004) Decelerated medical education. Med Teach 26(6):510–513
Kies SM, Freund GG (2005) Medical students who decompress during the M-1year outperform those who fail and repeat it: a study of M-1 students at the University of Illinois College of Medicine at Urbana-Champaign 1988–2000. BMC Med Educ 5:18
Chur-Hansen A, Vernon-Roberts J (1998) Clinical teachers’ perceptions of medical students’ English language proficiency. Med Educ 32(4):351–356
De Clercq L, Pearson SA, Rolfe IE (2001) The relationship between previous tertiary education and course performance in first year medical students at Newcastle University. Aust Educ Health 14(3):417–426
Murdoch-Eaton D, Pell G, Roberts T (2007) Changing approach to undergraduate studies documented during annual appraisal of medical students. Med Teach 29(2–3):111–118
Ross S, Cleland J, Macleod MJ (2006) Stress, debt and undergraduate medical student performance. Med Educ 40(6):584–589
Bess TL, Harvey RJ (2002) Bimodal score distributions and the Myers-Briggs Type Indicator: fact or artifact? J Pers Assess 78(1):176–186
Capraro RM, Capraro MM (2002) Myers-Briggs Type Indicator score reliability across studies: a meta-analytic reliability generalization study. Educ Psychol Meas 62(4):590–602
Kennedy RB, Kennedy DA (2004) Using the Myers-Briggs Type Indicator in career counseling. J Employ Couns 41(1):38–43
Lepine JA, Colquitt JA, Erez A (2000) Adaptability to changing task contexts: effects of general cognitive ability, conscientiousness, and openness to experience. Pers Psychol 53(3):563–593
The Kolb Learning Style Inventory—version 3.1 2005 technical specifications [Internet]. Hay Resources Direct; 2005 May 15 [cited 2012 Apr 13]. Available from: http://www.whitewater-rescue.com/support/pagepics/lsitechmanual.pdf
H&H Publishing. Scales of LASSI [Internet]. Clearwater (FL): H&H Publishing; 2012. [cited 2012 May 25]. Available from: http://www.hhpublishing.com/_assessments/LASSI/scales.html
The Myers & Briggs Foundation. MBTI basics [Internet]. Gainesville (FL): The Myers & Briggs Foundation; 2012. [cited 2012 May 23]. Available from: http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Sadik, A., Rojas, L. How to Identify At-Risk Medical Students Based on Learning Style, Personality Indicator, and Learning Strategy Tests—a Mixed Method for a Pilot Study. Med.Sci.Educ. 24, 111–115 (2014). https://doi.org/10.1007/s40670-014-0016-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40670-014-0016-3