An investigation into the design and effectiveness of a mandatory cognitive skills programme for at-risk medical students

References

• AAMC 2006. AAMC Statement on the Physician Workforce. Association of American Medical Colleges. Available from: http://www.aamc.org/workforce/workforceposition.pdf
   Google Scholar
• Albanese MA. Crafting the reflective lifelong learner: Why, what and how. Med Educ 2006; 40: 288–290
   PubMed Web of Science ®Google Scholar
• Alexander R, Badenhorst E, Gibbs T. Intervention programme: A supported learning programme for educationally disadvantaged students. Med Teach 2005; 27(1)66–70
   PubMed Web of Science ®Google Scholar
• Anderberg E, Svensson L, Alvegård C, Johansson T. The epistemological role of language use in learning: A phenomenographic intentional-expressive approach. Educ Res Rev 2008; 3: 14–29
   Web of Science ®Google Scholar
• Bateson G. Steps to an ecology of mind. University of Chicago Press, Chicago 1972
   Google Scholar
• Boulos MNK, Maramba I, Wheeler S. Wikis, blogs and podcasts: A new generation of web-based tools for virtual collaborative clinical practice and education. BMC Med Educ 2006; 6(41)1–8
   PubMedGoogle Scholar
• Bourdieu P. Principles for reflecting on the curriculum in France. Curriculum in context, Moon, Murphy. The Open University, Sage, London 1999; 245–252
   Google Scholar
• Brigman G, Webb L. Student success skills: Impacting achievement through large and small group work. Group Dyn: Theory Res Pract 2007; 11(4)283–292
   Web of Science ®Google Scholar
• Burch VC, Sikakana CNT, Yeld N, Seggie JL. Performance of academically at-risk medical students in a problem-based learning programme: A preliminary report. Adv Health Sci Educ Theory Pract 2007; 12(3)345–358
   PubMed Web of Science ®Google Scholar
• Burns ER. Learning syndromes afflicting beginning medical students: Identification and treatment – Reflections after forty years of teaching. Med Teach 2006; 28(3)230–233
   PubMed Web of Science ®Google Scholar
• Cao L, Nietfield J. College students’ metacognitive awareness of difficulties in learning the class content does not automatically lead to adjustment of study strategies. Aust J Educ Dev Psychol 2007; 7: 31–46
   Google Scholar
• Cariaga-Lo LD, Enarson CE, Crandall SJ. Cognitive and noncognitive predictors of academic difficulty and attrition. Acad Med 1997; 72(10)S69–71
   PubMedGoogle Scholar
• Carroll S, Feltham M, 2007. Knowledge or Skills – The Way to a Meaningful Degree? An Investigation Into The Importance of Key Skills Within an Undergraduate Degree and The Effect This Has On Student Success. Bioscience Education [ejournal] 10. Available from: http://www.bioscience.heacademy.ac.uk/journal/vol10/beej-10-7.aspx
   Google Scholar
• Clark D. Blended Learning, Epic White Paper. 2003, Available from http://www.epic.co.uk/content/resources/white_papers/Epic_Whtp_blended.pdf
   Google Scholar
• Cleland J, Arnold R, Chesser A. Failing finals is often a surprise for the student but not the teacher: Identifying difficulties and supporting students with academic difficulties. Med Teach 2005; 27(6)504–508
   PubMed Web of Science ®Google Scholar
• Cleland J, Milne A, Sinclair H, Lee AJ. Cohort study on predicting grades: Is performance on early MBChB assessments predictive of later undergraduate grades?. Med Educ 2008; 42: 676–683
   PubMed Web of Science ®Google Scholar
• Devoe P, Niles C, Andrews N, Benjamin A, Blacklock L, Brainard A, Colombo E, Dudley B, Koinis C, Osgood M. Lessons learned from a study-group pilot program for medical students perceived to be ‘at risk’. Med Teach 2007; 29(2)e37–e40
   PubMedGoogle Scholar
• Dewhurst SA, Holmes SJ, Swannell ER, Barry C. Beyond the text: Illusions of recollection caused by script-based inferences. Eur J Cogn Psychol 2007; 20(2)367–386
   Google Scholar
• Dill MJ, Salsberg ES, 2008. The Complexities of Physician supply and Demand: Projections Through 2025. Center for Workforce Studies, Association of American Medical Colleges. Available from: http://www.mhc.org/mhc_images/phys_demand_2025.pdf
   Google Scholar
• Dolan S, Mallott DB, Emery JA. Passive learning: A marker for the academically at risk. Med Teach 2002; 24(6)648–649
   PubMed Web of Science ®Google Scholar
• Ellis D. Becoming a master student. Houghton Mifflin Company, Boston 2003
   Google Scholar
• Eva KW. The cross-cutting edge: Striving for symbiosis between medical education research and related disciplines. Med Educ 2008; 42: 950–951
   PubMed Web of Science ®Google Scholar
• Fenollar P, Roman S, Cuestas PJ. University students’ academic performance: An integrative conceptual framework and empirical analysis. Br J Educ Psychol 2007; 77: 873–891
   PubMed Web of Science ®Google Scholar
• Ficklin FL, Hazelwood JD, Carter JE, Shellhamer RH. The reduced load as a remedial program to increase retention of first-year medical students. J Med Educ 1985; 60(5)406–408
   PubMedGoogle Scholar
• Flavell JH. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. Am Psychol 1979; 34: 906–911
   Web of Science ®Google Scholar
• Freire P, Macedo DP. Pedagogy, culture, language and race: A dialogue. Learners and Pedagogy, Moon Leach. Sage/The Open University, London 1999; 46–58
   Google Scholar
• Garrett J, Alman M, Gardner S, Born C. Assessing students’ metacognitive skills. Am JPharm Educ 2007; 71: 1–7
   PubMedGoogle Scholar
• Geertsma RH. A special tutorial for minority medical students: An account of a year's experience. Journal of Med Educ 1977; 52(5)396–403
   PubMedGoogle Scholar
• Gibbs G, Simpson C. Conditions under which assessment supports student learning. Learn Teach Higher Educ 2004; 1: 3–31
   Google Scholar
• Glaser R. Expert knowledge and processes of thinking. Learning and knowledge, McCormick, Paechter. The Open University, Sage, London 1999; 88–102
   Google Scholar
• Gokhale AA. Collaborative learning enhances critical thinking. J Technol Educ 1995; 7(1)22–30
   Google Scholar
• Goldfinch J, Hughes M. Skills, learning styles and success of first-year undergraduates. Active Learn High Educ 2007; 8(3)259–273
   Google Scholar
• Goodyear P, Zenios M. Discussion, collaborative knowledge work and epistemic fluency. Br J Educ Stud 2007; 55(4)351–368
   Web of Science ®Google Scholar
• Groopman J. How doctors think. Mariner Books, New York 2008
   Google Scholar
• Hammer L, McCarthy S. Study smart. Learning and Teaching Support Services, University of Exeter, Exter, DevonUK 2005
   Google Scholar
• Harlen W. Enhancing Inquiry Through Formative Assessment. Institute for Inquiry Exploratorium., San Francisco, CA 2003, Available from: http://www.exploratorium.edu/ifi/resources/harlen_monograph.pdf
   Google Scholar
• Hay D, Kinchin I, Lygo-Baker S. Making learning visible: The role of concept mapping in higher education. Stud High Educ 2008; 33(3)295–311
   Web of Science ®Google Scholar
• Hicks D. Discourse, teaching and learning. Language, literacy and education: A reader, S Goodman, T Lillis, J Maybin, N Mercer. Trentham Books, Stoke-on-TrentUK 2003; 3–24
   Google Scholar
• Hiebert J, Carpenter T, Fennema E, Fuson K, Human P, Murray H, Olivier A, Wearne D. Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Learners, learning & assessment, Murphy. The Open University, Sage, London 1999; 151–170
   Google Scholar
• Hofstadter D. I am a strange loop. Basic Books, New York 2007
   Google Scholar
• Howe A, Campion P, Searle J, Smith H. New perspectives – Approaches to medical education at four new UK medical schools. BMJ 2008; 329: 327–32
   Google Scholar
• Jolly P, Garrison G, Boulet JR, Levitan T, Cooper RA. Three pathways to a physician career: Applicants to U.S. MD and DO schools and U.S. citizen applicants to international medical schools. Acad Med 2008; 83(12)1125–1131
   PubMedGoogle Scholar
• Judd TP, 1985. A research based approach to students in academic difficulty: Characteristics and intervention. ASHE 1985 annual meeting paper
   Google Scholar
• Kies SM, Freund GG, 2005. Medical Students who Decompress During the M-1 Year 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 [Internet]. Available from: http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1166556
   Google Scholar
• Larsen DP, Butler AC, Roediger HL. Test-enhanced learning in medical education. Med Educ 2008; 42: 959–966
   PubMed Web of Science ®Google Scholar
• Lederman D, 2008. Making Higher Ed Research Matter. Inside Higher Ed [Internet]. Available from: http://www.insidehighered.com/news/2008/11/07/ashe
   Google Scholar
• Lonka K, Sharafi P, Karlgren K, Masiello I, Nieminen J, Birgegård G, Josephson A. ‘MED NORD – A tool for measuring medical students’ well-being and study orientations. Med Teach 2008; 30(1)72–79
   PubMed Web of Science ®Google Scholar
• Loyens SMM, Rikers RMJP, Schmidt HG. The impact of students' conceptions of constructivist assumptions on academic achievement and drop-out. Stud High Educ 2007; 32(5)581–602
   Web of Science ®Google Scholar
• Machado A. A Vygotskian approach to evaluation in foreign language learning contexts. Language, literacy and education: A reader, S Goodman, T Lillis, J Maybin, N Mercer. Trentham Books, Stoke-on-TrentUK 2003; 55–64
   Google Scholar
• Mackenzie J. Conceptual learning in higher education: Some philosophical points. Oxf Rev Educ, 2007; 34(1)75–87
   Google Scholar
• Marcell M. Effectiveness of regular online quizzing in increasing class participation and preparation. Int J Scholarsh Teach Learn 2008; 2: 1–9
   Google Scholar
• Mattick K, Knight L. High-quality learning: Harder to achieve than we think?. Med Educ 2007; 41: 638–644
   PubMed Web of Science ®Google Scholar
• McConnell D. The experience of collaborative assessment in e-learning. Stud Contin Educ 2002; 24(1)73–92
   Google Scholar
• McGrath B, McQuail D. Decelerated medical education. Med Teach 2004; 26(6)510–513
   PubMed Web of Science ®Google Scholar
• Mercer N. Words & Minds: How we use language to think together. Routledge, London 2000
   Google Scholar
• Mevarech ZR, Amrany C. Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement. Metacognition Learn 2008; 3: 147–157
   Web of Science ®Google Scholar
• Mullan P, Hauge L, 2007. Providing effective feedback to medical students and faculty, paper presented at AMEE conference, Trondheim
   Google Scholar
• Muraskin L, 1997. “Best practices” in student support services: A study of five exemplary sites. Followup study of student support services programs. SMB Economic Research Inc. and US Department of Education
   Google Scholar
• Murphy P. Supporting collaborative learning: A gender dimension. Learners, Learning & Assessment, Murphy. The Open University, Sage, London 1999; 258–276
   Google Scholar
• Pashler H, Bain PM, Bottge BA, Graesser A, Koedinger K, McDaniel M, Metcalfe J, 2007. Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. US Department of Education. Available from: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072004.pdf
   Google Scholar
• Pegler C, 2007. Collaboration and Social Software. H806 course materials. UK Open University. Available from: http://learn.open.ac.uk/mod/resourcepage/view.php?a=8904
   Google Scholar
• Pelley JW, 2002a. Lifelong learning: Professional Tools for Professional Skills. TTHUSC School of Medicine Orientation Program. Available from: http://www.ttuhsc.edu/SOM/success/Life%20Long%20Learning%20Orientation%20Recap.ppt
   Google Scholar
• Pelley JW, 2002b. TTUHSC School of Medicine Program in Life-Long Learning Prematriculation Self Study Course. Available from: http://www.ttuhsc.edu/SOM/Success/Survival.htm
   Google Scholar
• Reynolds J, Caley L, Mason R. How do people learn? Research report. Chartered Institute of Personnel and Development, London 2002
   Google Scholar
• Rogoff B. Cognitive development through social interaction: Vygotsky and Piaget. Learners, learning & assessment, Murphy. The Open University, Sage, London 1999; 69–82
   Google Scholar
• Saks NS, Karl S, 2004. Academic support services in U.S. and Canadian medical schools. Med Educ Online 9(6). Accessed 4 December 2009. Available at http://www.med-ed-online.org/res0085.htm
   Google Scholar
• Saks NS, Lebeau R, 2006. Evaluating an Academic Support Program: An Additional Component, Poster Presentation at IAMSE Conference, July 2006, Puerto Rico. Available from: http://www.iamse.org/conf/conf10/general_2006.pdf
   Google Scholar
• Sayer M, Chaput de Saintonge M, Evans D, Wood D. Support for students with academic difficulties. Med Educ 2002; 36: 643–650
   PubMed Web of Science ®Google Scholar
• Sivagnanam G, Sarawathi S, Rajasekaran A. Student-led objective tutorial (SLOT) in medical education. Med Educ Online 2006; 11(7)1–10
   Google Scholar
• Slotnick HB. Identifying and remediating specific deficiencies of entering medical students. J Med Educ 1981; 56(2)91–102
   PubMedGoogle Scholar
• Sparapani EF, Abel FJ, Easton SE, Edwards P, Herbster DL, 1996. Action research: A strategy for bridging the gap between theory and practice, paper presented at the association of teacher educators 76th annual meeting, St Louis, MO
   Google Scholar
• Tekian A, Jalovecky MJ, Hruska L, 2000. A quantitative assessment of “at risk” students and medical school performance: The importance of adequate advising and mentorship, paper presented at annual meeting of American educational research association, New Orleans, MS
   Google Scholar
• Terenzini PT, Cabrera AF, Colbeck CL, Parente JM, Bjorklund SA. Collaborative learning vs. lecture/discussion: Students’ reported learning gains. J Eng Educ 2001; 90: 123–130
   Google Scholar
• Thalheimer W, 2003. The Learning Benefits of Questions. Available from: http://www.work-learning.com/ma/PP_WP003.asp
   Google Scholar
• Tishman S, Jay E, Perkins DN, 1992. Teaching Thinking Dispositions: From Transmission to Enculturation, Harvard University. Available from: http://learnweb.harvard.edu/ALPS/thinking/docs/article2.html
   Google Scholar
• Torre DM, Daley B, Stark-Schweitzer T, Siddartha S, Petkova J, Ziebert M. A qualitative evaluation of medical student learning with concept maps. Med Teach 2007; 29(9)949–955
   PubMed Web of Science ®Google Scholar
• Vrugt A, Oort FJ. Metacognition, achievement goals, study strategies and academic achievement: Pathways to achievement. Metacognition Learn 2008; 30: 123–146
   Web of Science ®Google Scholar
• Vygotsky LS. Mind in society. Harvard University Press, Cambridge, MA 1978
   Google Scholar
• Weinsheimer J. Providing effective tutorial services. Department of Education, National Council of Educational Opportunity Associations, Washington, DC 1998
   Google Scholar
• Winston K, Houghton K, 2006. Identifying and Resolving Problems with At-Risk Students, Poster Presentation at IAMSE Conference, July 2006, Puerto Rico. Available from: http://www.iamse.org/conf/conf10/general_2006.pdf
   Google Scholar
• Worthington D. Exploring the relationship between listening style and need for cognition. Int J Listen 2008; 22(1)46–58
   Google Scholar