International Journal of Community Medicine and Public Health

Kandipudi KLP et al. Int J Community Med Public Health. 2016 Dec;3(12):3436-3439

http://www.ijcmph.com

pISSN 2394-6032 | eISSN 2394-6040

Original Research Article

DOI: http://dx.doi.org/10.18203/2394-6040.ijcmph20164270

Assessment of learning skills using Denver congos study scale tool in the first year MBBS students of Andhra Medical College, Visakhapatnam, Andhra Pradesh, India

Kesava Lakshmi Prasad Kandipudi*, Devi Madhavi Bhimarisetty, Siva Kumar Lotheti

Department Community Medicine, Andhra Medical College, Visakhapatnam, Andhra Pradesh, India

Received: 02 October 2016

Revised: 04 November 2016

Accepted: 05 November 2016

*Correspondence:

Dr. Kesava Lakshmi Prasad Kandipudi,

E-mail: kklprasad1@gmail.com

Copyright: © the author(s), publisher and licensee Medip Academy. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

ABSTRACT

Background: Though students have been admitted through merit system and are having consistent academic performance in school some are not performing well in the medical education. This may be because college learning skills are different from schooling. This study is taken up to assess the learning skills in the first year MBBS students. The objectives were to study the pattern of learning skills among first year MBBS using DCSSI tool (Denver Congos Study Scale Inventory).

Methods: It was a observational analytical study conducted in June 2016. Study subjects include all first year MBBS students who are willing to participate in the study. DCSSI tool (Denver Congos Study Scale Inventory) was used. Six variables are taken into account to assess their learning skills, they are text book, note taking, memory, test preparation and concentration skills scores. Based on the bench mark scores, each skill is separately assessed. Statistical Analysis: Analyzed using Microsoft excel and SPSS ver 17.

Results: In the present study 76.9% of the students have poor text book reading skills score, 81.7% of students have poor notes taking skills scores, 30.8% of students have poor memory skills scores, 59.6% of students have poor concentration scores and 87.5% of students have poor time management scores.

Conclusions: We observed poor learning skills in students so there is a need to include the learning skills in the curriculum to improve the overall skills so as to improve their overall performance.

Keywords: Andhra medical college, DCSSI tool, Learning skills, Medical students

INTRODUCTION

The medical education system in India is undergoing a transition where there is a shift in teaching-learning from being teacher centric to student centric. The transition from school level learning to college level teaching and the learning from multiple sources and methods is challenging for the student. Though students have been admitted through merit system and are having consistent academic performance in school, some are not performing well in the Medical education assessment.1 Reasons for the poor performance in the first year of medical studies schools may be many including faulty learning skills.

Estimating the study skills may help the students to improve their academic performance by identifying the weak domains and focus to improve upon them. In this context this study is taken up to assess the study skills in the first year MBBS students.

Objectives

• To study the pattern of learning skills among First year MBBS students using DCSSI tool (Denver Congos Study Scale Inventory).

• To study relationship between the Skill scores with the outcome of the internal assessment exam.

METHODS

It was an observational analytical study conducted in June 2016. Study subjects include all first year MBBS students who are willing to participate in the study. DCSSI tool (Denver Congos Study Scale Inventory) was used as tool. Six variables are taken into account to assess their learning skills, they are text book, note taking, memory, test preparation and concentration skills scores. Based on the bench mark scores, each skill is separately assessed.

Statistical Analysis: Analyzed using Microsoft excel and SPSS ver 17.

The DCSSI is a validated copy righted study skills inventory questionnaire.2 It consists of six domains namely text book, notes taking, memory, test preparation, concentration and time management. Each of the six domains had 5 to 13 components and each component on a five point rating scale. A prior permission from the Author has been obtained to use the Denver congos study scale inventory tool. First year students have been given the tool and explained them in both languages (english and telugu) before asking them to tick in appropriate cell. Students who are absent and not willing to participate in the study are not included. Six domains are taken into account to assess their learning skills, they are text book, notes taking, memory, test preparation, concentration and time management domains. Based on the bench mark scores, each skill is separately assessed.

RESULTS

A total of 104 students were participated in the study. The mean age of study participants is 18 years. The Measures of all the 6 domains are summarized in the Table 1.

In the present study 76.9% of the students have poor text book reading skills score, 81.7% of students have poor notes taking skills scores, 30.8% of students have poor memory skills scores, 59.6% of students have test preparation, and 38.5% of students have poor concentration scores and 87.5% of students have poor time management scores as shown in Figure 1-6.

Table 1: Analysis of domains.
Table reproduced from source PDF page 2
Figure 1: Text book reading skills score.
Figure 1: Text book reading skills score.
Figure 2: Test preparation skills score.
Figure 2: Test preparation skills score.

The scores obtained on DCSSI tool were further related to poor performance of the students in their latest internal assessment marks. The results are represented as shown in Table 2.

Figure 3: Notes taking skills score.
Figure 3: Notes taking skills score.
Figure 4: Concentration skills score.
Figure 4: Concentration skills score.

In anatomy 45 students have failed (those who got less than 50% of marks) in those students on future analysis 82% of students have poor text book reading skills score, 78% of students have poor notes taking skills scores and 89% of students have poor time management scores.

Figure 5: Memory skills score.
Figure 5: Memory skills score.
Figure 6: Time management skills score.
Figure 6: Time management skills score.

In physiology 54 students have failed (those who got less than 50% of marks) in those students on future analysis 76% of students have poor text book reading skills score, 87% of students have poor notes taking skills scores and 87 % of students have poor time management scores.

In biochemistry 20 students have failed (those who got less than 50% of marks) in those students on future analysis 75% of students have poor text book reading skills score, 75% of students have poor notes taking skills scores and 100% of students have poor time management scores.

Table 2: Domains versus subjects among failed students.
Table reproduced from source PDF page 3

*Fishers exact probability test value is P=0.00014.

DISCUSSION

Poor learning skills have been observed in students especially in time management, notes taking and text book reading similar findings have been reported in the study conducted by Madhavi S et al where the main problems among students were time management, concentration, note taking and test preparation.3 Study conducted by Nagaraj C et al revealed that memorizing notes and failure to organize main ideas and details were associated with bad performance of medical students.4 Nourian et al in their study on evaluation of the study habits and skills in medical students and interns on study skills found that medical students had a problem with time management, concentration, reading speed, note taking, study habits and comprehension.5 Nouhi et al in their study of study habits and skills and academic achievement of students in Kerman University of medical sciences observed that the major defects in the study skills of the students were planning and time management followed by concentration and note taking skills.6 In study conducted by Reid et al showed that possessing a scheduled plan, profound study along with concentration can improve learning in medical students.7 Frank PM recommended that conducting study skill classes for the first year medical students would help in improving their academic performance.8

CONCLUSION

Poor learning skills have been observed in the first year medical students especially in time management, notes taking and text book reading domains. So there is a need to include the learning skills in the curriculum to improve the overall skills so as to improve their overall performance.

ACKNOWLEDGEMENTS

Authors would like to thank Dennis H. Congos, Learning Skills Specialist, for readily accepting to use the scale and Dr. Asha Latha, H.O.D, Department of Anatomy, Andhra Medical College, India

Funding: No funding sources

Conflict of interest: None declared

Ethical approval: The study was approved by the Institutional Ethics Committee

REFERENCES

  1. 1. Ferguson E, James D, Madeley L. Factors associated with success in medical school: Systematic review of the literature. BMJ. 2002;324:952-7.
  2. 2. Study Skills Inventory. Dennis H. Congos, Certified SI Trainer and Coordinator of Instructional Support, SARC, POB 163115, University of Central Florida, Orlando, FL 32816.407-823-5130.
  3. 3. Madhavi S, Naidu AS, Krishnaveni A, Kiran P. Study Skills assessment among Medical Undergraduates –Where they stand? IOSR-JDMS. 2014;13(10):16-9.
  4. 4. Nagaraj C, Pradeep BS. Why do medical students under-perform? A cross-sectional study from Kempe Gowda Institute of Medical Sciences, Bangalore. J NTR Univ Health Sci. 2014;3:92-6.
  5. 5. Nourian A, Mousavinasab SN, Fehri A, Mohammadzadeh A, Mohammadi J. Evaluation of study skills and habits in medical students. S East Asian J Med Educ. 2008;2-1:61-4.
  6. 6. Nouhi E, Shakoori A, Nakhei. Study habits and skills, and academic achievement of students in Kerman University of Medical Sciences. J Med Educ. 2008;12-3:77-80.
  7. 7. Reid WA, Duvall E, Evans P. (2005) Can weinfluence medical students' approaches to learning? Medical Teacher. 2005;27(5):401-7.
  8. 8. Frank PM. The effects of a study skills workshop upon study techniques, study organization and study motivation for resident freshmen a practicum presented to Nova University in partial fulfillment of the requirements for Degree of Doctor of Education. 1977.