Study strategies and exam outcomes in medical education: Insights from renal physiology

Abstract

Abstract Background Efficient learning strategies and resource utilization are critical in medical education, especially for complex subjects like renal physiology. This is increasingly important given the rise in chronic renal diseases and the decline in nephrology fellowships. However, the correlations between study time, perceived utility of learning resources, and academic performance are not well-explored, which led to this study. Methods We conducted a cross-sectional study by inviting second-year medical students from the University of Bergen, Norway, to participate in a survey on their preferred learning resources and the time dedicated to renal physiology in comparison to other subjects. The students' responses were then correlated with their end-of-term exam scores to identify effective learning behaviors. Results The study revealed no significant correlation between time spent studying and overall academic performance, highlighting the importance of study quality over quantity. Preferences for active learning resources, such as Team-Based Learning, interactive lessons and formative assessments, were positively correlated with better academic performance. A notable correlation was found between students’ valuation of teachers’ professional competence and their total academic scores. Conversely, perceived difficulty across the curriculum and reliance on self-found online resources in renal physiology correlated negatively with academic performance. 'The Renal Pod', a locally produced renal physiology podcast, was popular across grades. Interestingly, students who listened to all episodes once achieved higher exam scores compared to those who listened to only some episodes, reflecting a strategic approach to podcast use. Textbooks, while less popular, did not correlate with higher exam scores. Despite the specific focus of renal physiology, learning preferences are systematically correlated with broader academic outcomes, reflecting the interconnected nature of medical education. Conclusion The quality and strategic approach to learning, rather than the quantity of study time, significantly impacts medical students' academic performance. Successful learners in preclinical medical education, particularly in complex subjects such as renal physiology, tend to be proactive, engaged, and strategic, valuing expert instruction and active participation in learning activities. The findings support the integration of student-activating teaching methods and assessments that reward deep learning, with implications extending beyond renal physiology.