Perceptions of Medical Students Regarding the Efficacy of Study Guides
Overview
This mixed-methods study assessed medical students' perceptions and satisfaction with study guides at King Abdulaziz University. Findings indicate moderate satisfaction levels, with variations based on training stage and gender.
Background
Medical education involves complex curricula and frequent assessments, necessitating effective learning tools. Study guides (SGs) are designed to support students in navigating their educational journey, promoting self-directed learning (SDL) and improving academic outcomes. Understanding student perceptions of SGs can inform their design and implementation, enhancing educational effectiveness.
Data Highlights
Metric
Value
Participants
255
Satisfaction Rate
43.5%
Preclinical Satisfaction Likelihood
2.5 times more likely
Female Satisfaction Likelihood
2.07 times more likely
Key Findings
43.5% of students expressed satisfaction with study guides.
60.4% agreed that guides were available before modules.
Preclinical students were 2.5 times more likely to be satisfied compared to clinical students.
Female students reported higher satisfaction than male students (OR = 2.07).
Qualitative feedback highlighted the need for clear objectives and digital accessibility.
Concerns included excessive length and limited specificity of the guides.
Clinical Implications
The findings suggest that study guides should be concise and clearly aligned with learning objectives to enhance student satisfaction. Additionally, increasing digital accessibility may improve engagement among medical students.
Conclusion
Overall, the study highlights the importance of student feedback in the development of effective study guides, which can significantly impact learning experiences in medical education.
