AMEE Medical Education Guide No 16: Study guides-their use and preparation

Abstract

Study guides can make a major contribution to learning. They are likened to a tutor sitting on the student's shoulder-available 24 hours a day to advise the student what he/she should be doing at any stage in their study. Study guides are different from textbooks. They can be seen as a response to changes taking place in the curriculum, to the challenge of information overload and to different approaches to learning.Study guides have three roles in facilitating learning: (1) assisting in the management of student learning; (2) providing a focus for student activities relating to the learning; (3) providing information on the subject or topic of study. A study guide triangle model can be used to represent these different roles. Guides can be placed at different points in the triangle reflecting the relative emphasis on these three functions. The composition of a study guide will depend on its purpose. Study guides may include an overview of the course, the expected learning outcomes, the prerequisites, the timetable, the learning strategies and opportunities, assessment information, staff contacts and personal comments from staff. The guide can be designed to encourage students to interact with the subject through questions, student activities and self-assessment exercises. The guide may be developed as a portfolio or record of students'information. Extracts from previously published content information or new information on the topic produced by the authors can be included in the guide. Steps in preparing a guide can be considered under the following headings: (1) deciding on the function and format of the guide; (2) relating the study guide to the curriculum;(3) writing the guide. A well-written guide is a management tool that encourages both the teacher and the student to assume responsibility for learning.