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Medical Teacher Volume 35, 2013 - Issue 2
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Research Article

The effect of a short integrated study skills programme for first-year medical students at risk of failure: A randomised controlled trial

Karen M. Stegers-JagerErasmus University Medical Centre, The Netherlands; KAREN M. STEGERS-JAGER, PhD, is a research associate and educational consultant at Erasmus MC Desiderius School, University Medical Centre Rotterdam, The Netherlands.Correspondence[email protected]
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Janke Cohen-SchotanusUniversity of Groningen, The Netherlands; JANKE COHEN-SCHOTANUS, PhD, is a Professor of Medical Education and Head of the Centre for Research and Innovation in Medical Education, University of Groningen and University Medical Centre Groningen, The Netherlands.
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Axel P.N. ThemmenErasmus University Medical Centre, The Netherlands; AXEL P.N. THEMMEN, PhD, is a Professor of Experimental Endocrinology and of Medical Education, Department of Internal Medicine, University Medical Centre Rotterdam, The Netherlands.
Pages 120-126 | Published online: 30 Oct 2012

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Zahra Zarei Hajiabadi, Roghayeh Gandomkar, Amir Ali Sohrabpour & John Sandars. (2023) Developing low-achieving medical students’ self-regulated learning using a combined learning diary and explicit training intervention. Medical Teacher 45:5, pages 475-484.
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Miriam Lacasse, Marie-Claude Audétat, Élisabeth Boileau, Nathalie Caire Fon, Marie-Hélène Dufour, Marie-Claude Laferrière, Alexandre Lafleur, Ève La Rue, Shirley Lee, Mathieu Nendaz, Emmanuelle Paquette Raynard, Caroline Simard, Yvonne Steinert & Johanne Théorêt. (2019) Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56. Medical Teacher 41:9, pages 981-1001.
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David Hope & Helen Cameron. (2018) Academic performance remains predictive over a five year medical degree. Innovations in Education and Teaching International 55:5, pages 501-510.
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René A Tio, Mariken E. Stegmann, Janke Koerts, Titus W. D. P. van Os & Janke Cohen-Schotanus. (2016) Weak self-directed learning skills hamper performance in cumulative assessment. Medical Teacher 38:4, pages 421-423.
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Claire L. Vogan, Judy McKimm, Ana L. Da Silva & Andrew Grant. (2014) Twelve tips for providing effective student support in undergraduate medical education. Medical Teacher 36:6, pages 480-485.
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Kalman A. Winston, Cees P. M. van der Vleuten & Albert J. J. A. Scherpbier. (2014) Prediction and prevention of failure: An early intervention to assist at-risk medical students. Medical Teacher 36:1, pages 25-31.
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Articles from other publishers (13)

Zahra Zarei Hajiabadi, John Sandars, John Norcini & Roghayeh Gandomkar. (2023) The potential of structured learning diaries for combining the development and assessment of self-regulated learning. Advances in Health Sciences Education.
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Ivan Sisa, María Sol Garcés, Cristina Crespo-Andrade & Claudia Tobar. (2023) Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study. Healthcare 11:3, pages 375.
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Calvin L. Chou, Adina Kalet, Manuel Joao Costa, Jennifer Cleland & Kalman Winston. (2019) Guidelines: The dos, don’ts and don’t knows of remediation in medical education. Perspectives on Medical Education 8:6, pages 322-338.
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Nachiket ShankarYogitha RavindranathRoopa RavindranathHenal Shah. (2019) Effects of targeted remediation in anatomy for first year medical students. Anatomy & Cell Biology 52:1, pages 57.
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Masego B Kebaetse, Maikutlo Kebaetse, Gaonyadiwe G Mokone, Oathokwa Nkomazana, Mpho Mogodi, John Wright, Rosemary Falama & Elizabeth Park. (2018) Learning support interventions for Year 1 medical students: a review of the literature. Medical Education 52:3, pages 263-273.
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Karen M. Stegers-JagerJanke Cohen-SchotanusAxel P.N. Themmen. (2017) The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success. Academic Medicine 92:11, pages 1525-1530.
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Lotte Dyhrberg O’Neill, Anne Mette Morcke & Berit Eika. (2016) The validity of student tutors’ judgments in early detection of struggling in medical school. A prospective cohort study. Advances in Health Sciences Education 21:5, pages 1061-1079.
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Chris Holland. (2015) Critical review: medical students’ motivation after failure. Advances in Health Sciences Education 21:3, pages 695-710.
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Karen M Stegers-Jager, Axel P N Themmen, Janke Cohen-Schotanus & Ewout W Steyerberg. (2015) Predicting performance: relative importance of students’ background and past performance. Medical Education 49:9, pages 933-945.
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Kalman Winston. (2015) Core Concepts in Remediation: Lessons Learned from a 6-Year Case Study. Medical Science Educator 25:3, pages 307-315.
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Michael Hortsch & Rajesh S. Mangrulkar. (2015) When students struggle with gross anatomy and histology: A strategy for monitoring, reviewing, and promoting student academic success in an integrated preclinical medical curriculum. Anatomical Sciences Education 8:5, pages 478-483.
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Daniel Selvig, Louisa W. Holaday, Joel Purkiss & Michael Hortsch. (2015) Correlating students' educational background, study habits, and resource usage with learning success in medical histology. Anatomical Sciences Education 8:1, pages 1-11.
Crossref
Kalman A Winston, Cees PM Van Der Vleuten & Albert JJA Scherpbier. (2013) Remediation of at-risk medical students: theory in action. BMC Medical Education 13:1.
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