Article citationsMore>>

Pottier, P., Derkinderen, P., Barrier, J., Sevin, M., Rogez, J.M. and Planchon, B. (2008) étude descriptive des pratiques d’apprentissage d’étudiants en quatrième année de médecine dans une faculté française et de leurs performances à résoudre un problème. Pédagogie Médicale, 9, 70-82. https://doi.org/10.1051/pmed:2008006

has been cited by the following article:

• TITLE: Comparison of Cognitive Learning Strategies of Dental Students at the Beginning and at the End of Their University Course

  AUTHORS: Houda Moussaoui, Khouloud Mahmoudi, Hajar Marragh, Mouna Hamza

  KEYWORDS: Learning Strategies, 1st Year Students, 5th Year Students, Cognitive Strategies

  JOURNAL NAME: Open Access Library Journal, Vol.10 No.8, August 24, 2023

  ABSTRACT: Introduction: The aim of this study was to evaluate the differences in cognitive learning strategies of students of the faculty of dentistry in Casablanca between the beginning and the end of the university curriculum. Methods: A descriptive cross-sectional study was conducted using a questionnaire distributed to 318 students in their 1st and the 5th year class in the 2021/2022 academic year. Results: 17% of 5th year students listened without taking notes compared to 42.4% of 1st year students. 81.4% of 1st year students and 82.3% of 5th year students understood the lecture before memorizing. 37.6% of 5th year students vs. 31.1% of 1st year students used effective mnemonics for elaboration. 24.1% of 5th year students and 26% of 1st year students used the “paraphrasing” strategy. The ability to invent questions that could be asked on the exam was used by 64.5% of 5th year students and 58% of 1st year students. 22.6% of 1st year students and 16.3% of 5th year students made summaries or diagrams. Conclusion: Cognitive learning strategies were predominantly similar between 1st year and 5th year students. A teaching program aimed at raising awareness and developing cognitive strategies is strongly recommended.