Document Type

Article

Publication Date

2014

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.

Publisher's Statement

Originally published in Medical Science Educator, 24(1), 111-115. This is an accepted manuscript. The final publication is available at Springer via http://dx.doi.org/10.1007/s40670-014-0016-3

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