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Articles

How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum

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Figures & data

Table 1. Timeline of academic year, including division in quartiles, semester and summary of the tracks.

Table 2. Timeline of academic year.

Table 3. Descriptive data on gender and type of study in the study population.

Figure 1. Boxplots of Radboudumc students’ scores on MSLQ learning strategy scales: Rehearsal (median = 4.25, IQR = 1.50); Elaboration (median = 4.83, IQR = 1.33); Organisation (median = 4.75, IQR = 1.50); Metacognitive self-regulation (median = 4.33, IQR = 0.92); Critical thinking (median = 3.60, IQR = 1.20).

Figure 1. Boxplots of Radboudumc students’ scores on MSLQ learning strategy scales: Rehearsal (median = 4.25, IQR = 1.50); Elaboration (median = 4.83, IQR = 1.33); Organisation (median = 4.75, IQR = 1.50); Metacognitive self-regulation (median = 4.33, IQR = 0.92); Critical thinking (median = 3.60, IQR = 1.20).

Figure 2. Comparison of mean scores on MSLQ learning strategy scales between other studies and the Radboudumc 2016 first-year students in percentages. For Rehearsal, these scores are 4.37 and 4.40, respectively; for Elaboration 4.82 and 4.81; for Organisation 4.56 and 4.69; for Metacognitive self-regulation 4.44 and 4.33; and for Critical thinking 4.18 and 3.53.

Figure 2. Comparison of mean scores on MSLQ learning strategy scales between other studies and the Radboudumc 2016 first-year students in percentages. For Rehearsal, these scores are 4.37 and 4.40, respectively; for Elaboration 4.82 and 4.81; for Organisation 4.56 and 4.69; for Metacognitive self-regulation 4.44 and 4.33; and for Critical thinking 4.18 and 3.53.

Table 4. Step 1 of three multivariate regression analyses.

Table 5. Description of mean study results per group and t-tests.

Data availability statement

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.