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Medical Teacher Volume 41, 2019 - Issue 12
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ARTICLES

Awareness and usage of evidence-based learning strategies among health professions students and faculty

Felipe PizaCritical Care Department, Hospital Israelita Albert Einstein, São Paulo, Brazil; ;Harvard Medical School, Harvard University, Boston, MA, USA; Correspondence[email protected] [email protected]
ORCID Iconhttp://orcid.org/0000-0002-3077-0343View further author information
ORCID Icon,
Jennifer Cohn KesselheimHarvard Medical School, Harvard University, Boston, MA, USA; ;Dana-Farber/Boston Children's Cancer and Blood Disorders Center, Harvard Medical School, Harvard University, Boston, MA, USA; View further author information
,
Juliette PerzhinskyCollege of Medicine, Central Michigan University, Mount Pleasant, MI, USA; View further author information
,
Joanna DrowosCharles E. Schmidt College of Medicine, Florida Atlantic University, Boca Raton, FL, USA; View further author information
,
Roni GillisMoshe Prywes Center for Medical Education and Goldman School of Medicine, Faculty of Health Sciences, Ben-Gurion University of the Negev, Israel; View further author information
,
Khen MoscoviciMoshe Prywes Center for Medical Education and Goldman School of Medicine, Faculty of Health Sciences, Ben-Gurion University of the Negev, Israel; View further author information
,
Theodora E. DanciuSchool of Dentistry, University of Michigan, Ann Arbor, MI, USA; View further author information
,
Agnieszka KosowskaSchool of Medicine in Katowice, Medical University of Silesia, Katowice, Poland; View further author information
&
Holly GoodingHarvard Medical School, Harvard University, Boston, MA, USA; ;Division of Adolescent and Young Adult Medicine, Boston Children’s Hospital, Boston, MA, USAView further author information
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Pages 1411-1418 | Published online: 13 Aug 2019

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Read on this site (4)

Jennifer O. Spicer, Katherine C. Ujunwa, Lucy S. Witt, Jennifer Meka & Holly C. Gooding. (2023) Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study. Medical Teacher 45:12, pages 1380-1386.
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Michelle L. Rivers, John Dunlosky & Mason McLeod. (2022) What constrains people’s ability to learn about the testing effect through task experience?. Memory 30:10, pages 1387-1404.
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Susan Wlodarczyk, Virginie Muller-Juge, Karen E. Hauer, Michelle S. Tong, Amy Ransohoff & Christy Boscardin. (2021) Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions. Teaching and Learning in Medicine 33:3, pages 245-257.
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Jerry Ngai Man Fung, Anjeline Joegi & Yin Ka Fung. (2020) Medical students’ perspective: Influences on the choice of learning strategies. Medical Teacher 42:6, pages 713-713.
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Articles from other publishers (18)

Philip M. Newton. 2024. Second Handbook of Academic Integrity. Second Handbook of Academic Integrity 269 285 .
Emma Trumble, Jason Lodge, Allison Mandrusiak & Roma Forbes. (2023) Systematic review of distributed practice and retrieval practice in health professions education. Advances in Health Sciences Education.
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Scott H. Fraundorf, Zachary A. Caddick, Timothy J. Nokes-Malach & Benjamin M. Rottman. (2023) Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention. Cognitive Research: Principles and Implications 8:1.
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Jorge Tricio, Pablo Salles, César Orsini & Jaime Aravena. (2022) Effect of an online module designed to promote first‐year dental students' evidence‐based study strategies. European Journal of Dental Education 27:3, pages 428-437.
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Anish Patil & Philip M. Newton. (2023) What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth. Medical Science Educator 33:5, pages 1117-1126.
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Sumita Sethi, Renu Garg, Ruchi Agarwal, Rakesh Mittal, Sujata Sethi, Himanshu Madaan & Amrit Virk. (2023) Learning Preference of Medical Undergraduate Students: A Multi-Institutional Survey. Indian Pediatrics 60:7, pages 589-591.
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Ruby Elizabeth Vargas Toloza, María Inés Menjura Escobar & Óscar Eugenio Tamayo Álzate. (2023) Experiencias de aprendizaje metacognitivo en estudiantes de enfermería: Revisión de alcance. Investigación en Enfermería: Imagen y Desarrollo 25.
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Philip M. Newton. 2020. Handbook of Academic Integrity. Handbook of Academic Integrity 1 17 .
Anne Franz, Sebastian Oberst, Harm Peters, Ralph Berger & Ronja Behrend. (2022) How do medical students learn conceptual knowledge? High-, moderate- and low-utility learning techniques and perceived learning difficulties. BMC Medical Education 22:1.
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Taylor Boyd, Henrike Besche, Richard Goldhammer, Afaf Alblooshi & Bradley I. Coleman. (2022) First-year medical students’ perceptions of a self-regulated learning-informed intervention: an exploratory study. BMC Medical Education 22:1.
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Tim Surma, Gino Camp, Renate de Groot & Paul A. Kirschner. (2022) Novice teachers’ knowledge of effective study strategies. Frontiers in Education 7.
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Susan Wlodarczyk & Gurpreet Dhaliwal. (2022) The Learning Sciences Meet the Learning Health System. JAMA Network Open 5:7, pages e2223113.
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Michelle L. Rivers. (2020) Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning. Educational Psychology Review 33:3, pages 823-862.
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Philip M. Newton, Hannah Farukh Najabat-Lattif, Gabriella Santiago & Atharva Salvi. (2021) The Learning Styles Neuromyth Is Still Thriving in Medical Education. Frontiers in Human Neuroscience 15.
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Ryan R. Landoll, Layne D. Bennion & Lauren A. Maggio. (2021) Understanding Excellence: a Qualitative Analysis of High-Performing Learner Study Strategies. Medical Science Educator 31:3, pages 1101-1108.
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Nicholas M. Potisek, Donna M. D'Alessandro, Jody N. Huber, Traci A. Wolbrink, Tai M. Lockspeiser, H. Barrett Fromme & Michael S. Ryan. (2021) An Annotated Bibliography of Key Studies in Medical Education in 2019: Applying the Current Literature to Educational Practice and Scholarship. Academic Pediatrics 21:3, pages 425-434.
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Ike de la Peña, Kathryn Knecht & Paul Gavaza. (2021) Pharmacy Students’ Perception of an Elective Course on Evidence-based Learning Strategies. American Journal of Pharmaceutical Education 85:2, pages 8232.
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Philip M. Newton, Ana Da Silva & Sam Berry. (2020) The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?. Frontiers in Education 5.
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