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Schmidmaier, R., Eiber, S., Ebersbach, R., Schiller, M., Hege, I., Holzer, M., et al. (2013) Learning the Facts in Medical School Is Not Enough: Which Factors Predict Successful Application of Procedural Knowledge in Laboratory Setting? BMC Medical Education, 13, 28.
http://dx.doi.org/10.1186/1472-6920-13-28

has been cited by the following article:

• TITLE: How do Medical Students Learn?

  AUTHORS: Monem Makki Alshok

  KEYWORDS: Learning Style, Learning Methods, Questionnaires, Medical Students

  JOURNAL NAME: International Journal of Clinical Medicine, Vol.7 No.11, November 29, 2016

  ABSTRACT: Background & Objectives: In this paper, we try to define learning, to describe how retention of memorized material can be improved and to describe how to help students improve clinical reasoning and problem solving skills. The goal of teaching is to improve learning, but how do we know that students are learning in the proper way? Methods: We depend on our experience in medical and clinical teaching of our undergraduate and postgraduate students during implementation of the curriculum. We interview 1st year (preclinical) and 6th year medical students by certain questionnaires (VARK) in order to know their learning methods and their knowledge about the styles of learning and the techniques of learning. Learning is viewed here as developing a way of thinking and acting that is a characteristic of an expert physician. Such a way of thinking consists of three important elements: We utilize Working Memory in 3 main approaches: First, attention in a way through questions, focus attention and uses of first letter of statement of the word; Second, rule of 7 (Teach