In this section
@article{Harvey:2025:10.1186/s12909-025-07118-6,
author = {Harvey, C and Leedham-Green, KE and Koppel, C and Maini, A and Smith, SF and Morrell, MJ and Emerson, M},
doi = {10.1186/s12909-025-07118-6},
journal = {BMC Medical Education},
title = {Improving medical students’ learning strategies, management of workload and wellbeing: a mixed methods case study in undergraduate medical education},
url = {http://dx.doi.org/10.1186/s12909-025-07118-6},
volume = {25},
year = {2025}
}
TY - JOUR
AB - Background:The transition from secondary education to university challenges students’ learning strategies and academic performance, especially in self-directed, problem-based environments like medical school. Passive study methods often fail, while evidence-based strategies like retrieval practice, active learning, and growth mindset foster success. We evaluate a novel academic support programme (Academic Tutoring- (AT)) to enhance study skills, feedback use, and self-directed learning.Methods:We developed and implemented AT for 1st year medical students, informed by the psychology of learning and behaviour change, AT aimed to support the development of self-efficacy and effective learning strategies during the transition into university. The programme involved meeting an Academic Tutor one-to-one once per term, and also as a group once per term. Academic Tutors engaged students in learner-centred conversations on study skills and professional development plus their wellbeing and welfare. A Likert questionnaire was designed to measure students’ responses to the experiences and perceived outcomes of AT. We also measured self-efficacy and mindset. Qualitative data was gathered through open-ended response items. Demographic and socioeconomic data was also gathered.Results:AT positively impacted time-management and learning strategies. ‘Learning from successes and failures’ and ‘thinking how to achieve goals’ were associated with a growth mindset. All outcome measures were associated with self-efficacy. We noted that students from a widening participation (WP) background tended to show higher growth mindset relative to those from a non-WP background (r = -0.223, p = 0.08) and female students reported higher engagement with the programme (r-0.294, p < 0.001). Students reported changes in behaviours and attitudes, and improved wellbeing.Conclusions:Providing medical students with the tools to
AU - Harvey,C
AU - Leedham-Green,KE
AU - Koppel,C
AU - Maini,A
AU - Smith,SF
AU - Morrell,MJ
AU - Emerson,M
DO - 10.1186/s12909-025-07118-6
PY - 2025///
SN - 1472-6920
TI - Improving medical students’ learning strategies, management of workload and wellbeing: a mixed methods case study in undergraduate medical education
T2 - BMC Medical Education
UR - http://dx.doi.org/10.1186/s12909-025-07118-6
VL - 25
ER -