Assessing and improving study skills support in medical education: a student-staff partnership (Preprint)

BACKGROUND The necessity for self-regulated, lifelong learners in the rapidly evolving field of medicine underscores the importance of effective study skills. Efforts to support students with these skills have had positive outcomes but are often limited in scope and accessibility, with a tendency to target groups facing immediate challenges. OBJECTIVE This study aimed to explore the student perspective on study skills support at University College London Medical School (UCLMS) through a student-staff partnership, with the goal of guiding future improvements. METHODS A mixed methods approach was adopted using an anonymous questionnaire and focus groups. After analysing questionnaire responses using descriptive statistics to refine focus group questions, focus groups were conducted to delve deeper into identified issues. Transcripts were analysed thematically using inductive coding. RESULTS 95 students completed the questionnaire in full and six students participated in two focus groups. The questionnaire revealed that 67.3% of respondents felt that they never received study skills support at UCLMS. Preferred methods of support included small group sessions (59.6%) and topics like exam preparation (88.3%) and study skills specific to medicine (76.6%). Focus group themes derived from thematic analysis were lack of current study skills support, delivery of study skills support and specific study skills for medical school. CONCLUSIONS Overall, the findings highlight the need for strategically incorporating study skills support at medical school, emphasising early and consistent promotion and tailored delivery methods.