Study preferences and exam outcomes in medical education: insights from renal physiology.

ABSTRACT:

Background

Efficient learning strategies and resource utilization are critical in medical education, especially for complex subjects like renal physiology. This is increasingly important given the rise in chronic renal diseases and the decline in nephrology fellowships. However, the correlations between study time, perceived utility of learning resources, and academic performance are not well-explored, which led to this study.

Methods

A cross-sectional survey was conducted with second-year medical students at the University of Bergen, Norway, to assess their preferred learning resources and study time dedicated to renal physiology. Responses were correlated with end-of-term exam scores.

Results

The study revealed no significant correlation between time spent studying

SUBMITTER: Heltne SF 

PROVIDER: S-EPMC11380206 | biostudies-literature | 2024 Sep

REPOSITORIES: biostudies-literature