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The Relation Between Time Spent on Individual Study and Academic Achievement in a Problem-Based Curriculum

The Relation Between Time Spent on Individual Study and Academic Achievement in a Problem-Based... Logically a relation is expected between time spent on individual study and achievement. The purpose of this study is to examine whether a positive relation exists between the amount of time spent on individual study and academic achievement and whether this differs when using a test measuring short-term knowledge or one measuring long-term knowledge. Data were collected in a problem-based medical curriculum. The results suggest that time spent on individual study correlates poorly with scores on the test measuring short-term knowledge but also with those on the test measuring long-term knowledge. This study reaffirms the complexity of the relationship and it demonstrates the importance to search for qualitative factors about the way students learn. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

The Relation Between Time Spent on Individual Study and Academic Achievement in a Problem-Based Curriculum

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References (11)

Publisher
Springer Journals
Copyright
Copyright © 1998 by Kluwer Academic Publishers
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1023/A:1009732511707
Publisher site
See Article on Publisher Site

Abstract

Logically a relation is expected between time spent on individual study and achievement. The purpose of this study is to examine whether a positive relation exists between the amount of time spent on individual study and academic achievement and whether this differs when using a test measuring short-term knowledge or one measuring long-term knowledge. Data were collected in a problem-based medical curriculum. The results suggest that time spent on individual study correlates poorly with scores on the test measuring short-term knowledge but also with those on the test measuring long-term knowledge. This study reaffirms the complexity of the relationship and it demonstrates the importance to search for qualitative factors about the way students learn.

Journal

Advances in Health Sciences EducationSpringer Journals

Published: Oct 13, 2004

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