Corrigendum: Impact of background music on reading comprehension: influence of lyrics language and study habits.

[This corrects the article DOI: 10.3389/fpsyg.2024.1363562.].

The impact of study habits and personal factors on the academic achievement performances of medical students.

BACKGROUND: Academic achievement is essential for all students seeking a successful career. Studying habits and routines is crucial in achieving such an ultimate goal. OBJECTIVES: This study investigates the association between study habits, personal factors, and academic achievement, aiming to identify factors that distinguish academically successful medical students. METHODS: A cross-sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Saudi Arabia. The participants consisted of 1st through 5th-year medical students, with a sample size of 336. The research team collected study data using an electronic questionnaire containing three sections: socio-demographic data, personal characteristics, and study habits. RESULTS: The study results indicated a statistically significant association between self-fulfillment as a motivation toward studying and academic achievement (p = 0.04). The results also showed a statistically significant correlation between recalling recently memorized information and academic achievement (p = 0.05). Furthermore, a statistically significant association between preferring the information to be presented in a graphical form rather than a written one and academic achievement was also found (p = 0.03). Students who were satisfied with their academic performance had 1.6 times greater chances of having a high-grade point average (OR = 1.6, p = 0.08). CONCLUSION: The results of this study support the available literature, indicating a correlation between study habits and high academic performance. Further multicenter studies are warranted to differentiate between high-achieving students and their peers using qualitative, semi-structured interviews. Educating the students about healthy study habits and enhancing their learning skills would also be of value.

Exploring the Dynamics of Medical Students' Exam Performance in Relation to Study Habits, Growth Mindset, Confidence Levels, and Demographics.

Due to unique demands on students in medical education, this study examined the relationship between educational and demographic factors with undergraduate medical students' exam performance in a semester-long medical neuroscience course. Engaging with a mixed-enrollment cohort of medical students, the study used self-reported survey data and exam scores to specifically examine the relationships with growth mindset, use of study strategies, confidence, attendance, and demographic characteristics. Chi-square, ANOVA, and correlational tests revealed interesting and complex relationships among the study variables, which, in some cases, support and other cases challenge existing findings in the academic discourse. The paper concludes by discussing implications from the study that may potentially improve academic outcomes as well as identifying potential areas for future research and academic interventions.

Impact of background music on reading comprehension: influence of lyrics language and study habits.

Numerous studies have explored the effects of background music on reading comprehension, however, little is known about how native language (L1) lyrics and second language (L2) lyrics in background music influence reading comprehension performance for college students. The present study used a mixed experimental design to examine the effects of listening habits (between-participants variable: non-listeners or listeners), music type (between-participants variable: L1 (Mandarin) pop music, L2 (English) pop music or no music) and text language (within-participants variable: L1 or L2) on reading comprehension of college students in East China. A total of 90 participants (50 females) were screened into non- listeners (n = 45) and listeners (n = 45), and then were randomly assigned to one of three groups: Mandarin pop music group (n = 30), English pop music group (n = 30) and no music group (n = 30). The results showed that reading comprehension performance was negatively affected by music with lyrics compared to the no music condition. Furthermore, Chinese/English reading comprehension was reduced more by pop music in the same language as the written texts. As expected, non-listeners were more negatively affected by music with lyrics than listeners. For both listeners and non-listeners, average reading comprehension accuracy rates were the lowest in the condition of music with native language lyrics. Overall, our research findings indicate that listening to pop music with lyrics reduces reading comprehension performance. However, listening to background music cause much less distraction if the students commonly listen to music while reading. The current study supports the duplex-mechanism account of auditory distraction.

Cultural threads in writing mastery: a structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners.

BACKGROUND: The study explores language acquisition in Chinese English as a Foreign Language (EFL) education, where English proficiency is crucial for global opportunities. As China gains prominence, the demand for English skills rises beyond communication to include academic and business success. The Chinese education system emphasizes proficient English writing for further education and professional achievement. This research investigates the complex linguistic context for EFL learners in China, analyzing the intersection of psychological factors, cultural nuances, varied pedagogy, and individual experiences. METHODS: Structural Equation Modeling (SEM) is utilized for analysis, enabling the creation of a metric set to explore intangibles such as perfectionism, learning self-efficacy, motivation, study habits, cultural influences, and introspection. The research utilizes a diverse sample from multiple universities across different regions of China, incorporating demographic factors to encompass the varied characteristics within the EFL learner community. RESULTS: Results reveal that perfectionism (ß = 0.30, p < 0.001), learning self-efficacy (ß = 0.25, p = 0.005), motivation (ß = 0.35, p < 0.001), study habits (ß = 0.20, p = 0.01), and self-reflection (ß = 0.28, p < 0.001) significantly predict writing proficiency. Cultural effects (Beta = 0.15, p = 0.05) show a statistically significant, albeit minimal, impact. Mediation-moderation analysis underscores perfectionism as a mediator (Beta = 0.25, p = 0.005), emphasizing its influence on other predictors. Cultural factors act as moderators (Beta = 0.15, p = 0.01), shaping the link between predictors and writing skills. The combined mediation and moderation effects on writing proficiency are positively significant (Beta = 0.20, p = 0.02). CONCLUSIONS: This study makes a significant theoretical contribution, enhancing existing models and providing practical insights for EFL educators and policymakers. Emphasizing the intricate relationship between psychological factors and cultural dynamics underscores the necessity for a sophisticated, culturally sensitive approach to language acquisition in Chinese EFL instruction. Beyond language skills, the research recognizes the importance of fostering a conducive environment that encourages personal development, socio-cultural awareness, and a holistic learning approach.

Are Medical School Curricula Adapting With Their Students? A Survey on How Medical Students Study and How it Relates to USMLE Step 1 Scores.

OBJECTIVES: Over the years, medical schools have evolved their curricula in response to the medical field, faculty, and students. The current study aims to examine how medical students study, what resources they most commonly use, and how it relates to United States Medical Licensing Examination (USMLE) Step 1 scores. METHODS: A cross-sectional survey study of United States medical students was distributed via social media, GroupMe school chats, and school listservs from September 8, 2020, to December 12, 2020. The survey gathered data including, demographic and school information, resources students, time spent using each resource, and USMLE Step 1 scores. RESULTS: The survey was completed by 560 students from 102 different United States medical schools. Study guides as online resources (83.2%) were mostly used, lecture (82.5%), Anki (spaced repetition flashcards, 68.3%), and school-organized sessions (workshops, labs, and small groups) (60.7%). Of the students surveyed, 90% attended schools with a recorded lecture option. Only 54% of these students watched their lectures live. When watched online, the average watching speed was 1.75 ± 0.4× with a mode of 2× speed. In examining different medical school styles, schools with a 1.5-year preclinical curriculum had higher USMLE Step 1 scores (244.5 ± 15.6 vs 236.9 ± 16.2, P-score = .024) compared to schools that did not (1- or 2-year preclinical curriculum). CONCLUSION: Medical students seem to be using third-party resources in addition to their medical school curriculums. Because students are already broadly using these, medical schools could allow their curriculums to reference, require, or complement third-party online resources. Additionally, because of their increased cost, medical schools could consider ways to alleviate the cost on medical students as a means of equitable support. Lastly, Step 1 scores significantly correlated with schools with a 1.5-year preclinical curriculum, although the exact reasoning for this remains uncertain.

The pattern of smartphone usage, smartphone addiction, and associated subjective health problems associated with smartphone use among undergraduate nursing students.

BACKGROUND: The usage of smartphones has become common among adolescents, despite knowing the health-related problems of the user. Currently, the availability of electronic gadgets has become economical and this has an impact on society, especially on the behavior of adolescents. MATERIALS AND METHODS: A cross-sectional survey design was used to find the pattern of smartphone usage, smartphone addiction, and subjective health problems associated with smartphone usage. The data were obtained from 270 nursing students using the convenient sampling technique using a sociodemographic proforma, semi-structured questionnaire on the pattern of smartphone usage, Smartphone Addiction Scale, self-reported subjective health problems questionnaire, and study habits scale. STATISTICAL ANALYSIS: Descriptive and inferential statistics was used for the analysis using SPSS 16.0. RESULTS: The study findings revealed that most of the participants 243 (90.0%) were using 4G phones. The majority 88 (32.60%) of the participants were using a smartphone for less than 2 hours at a stretch in a day. Most uses of a smartphone were in the night 155 (57.40%). The main usage of a smartphone was for entertainment purposes 213 (78.90%). Most of the participants 196 (72.6%) were moderately addicted to smartphones. One-third 109 (40.2%) of the participants complained of headache, followed by straining of the eyes 83 (30.6%). CONCLUSION: The awareness of smartphone addiction and health-related problems associated with smartphone usage has been shown to decrease its impact. The study concluded that it is very much necessary to identify the pattern of smartphone usage, to prevent the consequences of addiction and health problems associated with smartphone usage.

Ansiedad, autoestima y hábitos de estudio en relación al rendimiento académico de estudiantes universitarios peruanos: contexto Covid-19 / Anxiety, self-esteem and studyhabits in relationtotheacademic performance of Peruvian university students: Covid-19 context

Introducción: La pandemia de Covid-19 cambió radicalmente la forma de estudiar, repentinamente pasamos de un aprendizaje presencial a uno virtual, en muchos casos sin contar con los medios digitales, sin manejar adecuadamente las plataformas, sumándosele la ansiedad al contagio, el miedo a la muerte, la inestabilidad económica, la incertidumbre de que va a suceder, trae consigo cambios en el quehacer académico influyendo así en el rendimiento académico. Objetivo: Relacionar de la ansiedad, la autoestima y los hábitos de estudios con el rendimiento académico en estudiantes universitarios peruanos. Metodología: Estudio cuantitativo, longitudinal, correlacional y prospectivo con muestra no probabilística de 260 alumnos del 1er ciclo de la USS periodo 2020-II, se aplicaron cuestionarios virtuales para medir ansiedad (Inventario de Ansiedad de Beck), autoestima (Inventario de Autoestima de Stanley Coopersmith), habitos de estudio (Inventario de Hábitos de Estudio CASM-85) y rendimiento académico (Actas promocionales). Resultados: El 40% de los alumnos presentan nivel mínimo de ansiedad, el 50,4% presentan autoestima media alta y el 25,8% tiene hábitos de estudio muy positivo. Conclusión: Hay relación entre la ansiedad y el rendimiento académico con significancia estadística; mientras que la autoestima, los hábitos de estudios y rendimiento académico no hubo significancia estadística. (AU)

Background: The Covid-19 pandemic radically changed the way of studying, suddenly we went from face-to-face learning to a virtual one, in many cases without digital media, without properly managing platforms, adding anxiety to contagion, fear of death, economic instability, the uncertainty that it will happen, brings with it changes in academic work, thus influencing academic performance. Aim: Relate anxiety, self-esteem and study habits with academic performance in Peruvian university students. Methos: Quantitative, longitudinal, correlational and prospective study with a non-probabilistic sample of 260 students from the 1st cycle of the USS period 2020-II, virtual questionnaires were applied to measure anxiety (Beck's Anxiety Inventory), self-esteem (Stanley's Self-esteem Inventory Coopersmith), study habits (CASM-85 Study Habits Inventory) and academic performance (Promotional Proceedings). Results: 40% of the students present a minimum level of anxiety, 50.4% present high average self-esteem and 25.8% have very positive study habits. Conclusion: There is a relationship between anxiety and academic performance with statistical significance; while self-esteem, study habits and academic performance were not statistically significant. (AU)

Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study.

We aimed to describe the impact of a structured interventional program to improve learning and study skills in undergraduate medical students from a Latin American medical school. The interventional program's design was based on diagnostic/prescriptive assessment test scores measuring ten scales. The program consisted of five tailored workshops. The cohort studied consisted of 81 third-year medical students. The outcome variable was the difference between "pre" and "post" test scores. The unadjusted score percentiles were used to compare improvement in learning and study skills. In addition, a sensitivity analysis was conducted to assess variation in the mean difference of the test scores by the number of workshops attended. The response rate was 100% (81/81) for the pre test and ~77% (62/81) for the post test. After the interventional program, nine out of ten scales showed statistical improvement, except for the scale of motivation. The scales with the highest and lowest percent change improvement were time management (66%, p-value: <0.001) and motivation (14.9%, p-value: 0.06). The students who attended more workshops obtained a higher percent change improvement in the post test. These findings suggest that through a well-designed interventional program, it is possible to improve learning and study skills among medical students.

The Effect of Histology Examination Format on Medical Student Preparation and Performance: Stand-Alone Versus Integrated Examinations.

Most medical schools have transitioned from discipline-based to integrated curricula. Although the adoption of integrated examinations usually accompanies this change, stand-alone practical examinations are often retained for disciplines such as gross anatomy and histology. Due to a variety of internal and external factors, faculty at the University of Cincinnati College of Medicine recently began to phase out stand-alone histology practical examinations in favor of an integrated approach to testing. The purpose of this study was to evaluate this change by (1) comparing examination performance on histology questions administered as part of stand-alone versus integrated examinations and (2) ascertaining whether students alter their approach to learning histology content based on the examination format. Data from two courses over a period ranging from 2018 to 2022 were used to evaluate these questions. Results indicated histology question performance initially dropped after being included on integrated examinations. Stratification of students by class rank revealed this change had a greater impact on lower-performing students. Longitudinal data showed that performance 2 years after the change yielded scores similar to previous standards. Despite the initial performance drop, survey results indicate students overwhelmingly prefer when histology is included on integrated examinations. Additionally, students described alterations in study approaches that align with what is known to promote better long-term retention. The results presented in this study have important implications for those at other institutions who are considering making similar changes in assessment strategies.

An investigation into the impact of the COVID-19 pandemic on the mental health and the study habits of medical students of the University of the West Indies.

The COVID-19 pandemic has caused increased anxiety among medical students due to the uncertainty of the long-term effects on the future of medical education. There are currently insufficient studies aimed at investigating the changes in the mental health and studying habits of medical students during public health emergencies such as this pandemic, as well as methods that can be incorporated to appropriately manage anxiety effectively. To investigate the psychological impact and associated factors on medical students during the pandemic. This retrospective, cross-sectional study consisted of 291 medical students of the faculty of medical sciences at the university of the West Indies, St. Augustine campus, Trinidad and Tobago. The mental health and study habits of said students were assessed with the use of questionnaires via an online survey platform. Data of our study showed that 56% of the students were experiencing increased stress and anxiety. Students of 82.8% experienced irregular sleeping habits and 76.3% of participants experienced a change in eating habits brought on by the pandemic. Participants of 67.4% studied less than 4 hrs. a day, 61.5% were less productive, 62.2% showed an inability to focus and avoid distractions in their study environment during the COVID-19 pandemic. There is a need for proper supportive strategies to assist students in effectively managing anxiety and depression during public health emergencies such as COVID-19. It is suggested that all universities, colleges and education bodies alike implement a pandemic preparedness course as well as an accessible online support forum.

Learning Theories Versus Practice: How Do Internal Medicine Residents Study for Licensing Examinations?

OBJECTIVE:  The ability to recall relevant medical knowledge within clinical contexts is a critical aspect of effective and efficient patient diagnosis and management. The ever-growing and changing body of medical literature requires learners to develop effective life-long learning techniques. Learners can more successfully build their fund of knowledge and ability to retrieve it by using evidence-based learning strategies. Our objective was to evaluate the study habits of internal medicine (IM) residents at an academic institution to understand if they apply key learning strategies for the American Board of Internal Medicine (ABIM) exam preparation. We also briefly review various learning strategies that can be applied to IM residency curricula. METHODS: A web-based survey consisting of 16 multiple-response questions on study habits was filled out by the IM residents in 2019 at Tufts Medical Center. RESULTS: Of the 75 residents invited to participate in the study, 69 responded (response rate = 92%). Of the responders, n=25 (36.2%) were post-graduate year (PGY)-1, n=20 (29.0%) were PGY-2, and n=24 (34.8%) were PGY-3 residents. More than half the residents (n=40, 58%) had Step 2 Clinical Knowledge (CK) scores > 250. Residents self-reported applying spaced learning (67%), interleaving (64%), retrieval (64%), and elaboration practices (46%) for exam preparation. There was a significant association between the Step 2 CK score and elaboration (p=0.017) technique but not with spaced learning, interleaving, or retrieval. The majority of residents felt not at all prepared (n=42, 60.9%) for the ABIM exam. CONCLUSIONS: Despite two years of clinical training, 33% of the third-year residents felt inadequately prepared for the board certification exam. Incorporating evidence-based learning strategies into their daily curriculum may help them better prepare for the ABIM exam.

Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management / Autorregulação para Compreensão de leitura: Avaliação de Estratégias e Gerenciamento do Tempo

ABSTRACT Self-regulation of learning strategies and time management can foster reading comprehension. This research investigated the content validity of three scales aimed at Middle School students: the Reading Strategies (EE-CL), the Time Planning and Organization (EOT-L), and the Procrastination (EP-L). Three researchers and 16 students evaluated the scales. The theoretical and practical relevance of the EE-CL and EOT-L was verified, but not of the EP-L, whose remaining items were included in the EOT-L. In the internal structure investigation (N= 522 students), the EE-CL presented a unifactorial structure and the EOT-L, two factors, with reasonable reliability estimates. Both scales may help identify specific problems of students' self-regulation aimed at strategies and time management for reading comprehension and support further research.

RESUMO A autorregulação das estratégias de aprendizagem e do gerenciamento do tempo fomentam a compreensão de leitura. Nesta pesquisa investigou-se a validade de conteúdo das escalas Estratégias para Leitura (EE-CL), Planejamento e Organização do Tempo (EOT-L) e Procrastinação (EP-L), destinadas ao Ensino Fundamental II. Participaram três pesquisadores e 16 alunos. Identificou-se a pertinência teórica e prática da EE-CL e EOT-L, mas não da EP-L, cujos itens remanescentes foram incluídos na EOT-L. Na análise da estrutura interna (N= 522 estudantes) a EE-CL apresentou uma estrutura unifatorial e a EOT-L, dois fatores, com estimativas adequadas de fidedignidade. Essas escalas podem auxiliar na identificação de problemas na autorregulação das estratégias e do gerenciamento do tempo na compreensão de leitura, bem como subsidiar novas pesquisas.

A health communication campaign designed to improve study habits and wellness: A feasibility study.

BACKGROUND: Academic success and retention remain priorities on college campuses. Excessive cell phone use, test anxiety, and poor sleep habits are all associated with negative academic performance. OBJECTIVE: To assess college students' perceptions of a health communication campaign designed to improve study habits and wellness behaviors during exams. METHOD: Researchers used a cross-sectional research design to assess participants' (n = 264) perceptions of the study tip messages. Linear regressions were conducted to determine if the number of messages read was predictive of readiness to change. RESULTS: Nearly all participants agreed that the messages were appealing (84.4%), believable (89.8%), relevant (91.5%), provided useful information (91.5%) and a good reminder of how to study (87.1%). Students who reported reading more messages indicated a higher level of readiness to improve their study habits (F(1,219) = 8.89, p = .003, R2 = .04). CONCLUSIONS: Students found the messages useful; their intentions to study increased the more they were exposed to messages.

The Impacts of Emotional Intelligence on Students' Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19.

Emotional intelligence is a main area in educational psychology and a key factor in the academic life of students. It deals with deviant behavior through self-awareness and self-motivation, regulates emotional and social skills, and converts emotional energy into positive energy. This study examined direct and indirect relationships between emotional intelligence and study habits in blended learning environments. Blended learning is conceptualized as a hybrid learning approach that combines online learning opportunities and the traditional classroom approach. Furthermore, the study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. We used 26 items in a paper-based questionnaire in a quantitative study to collect data on emotional intelligence, cognitive engagement and study habits from health sciences students (N = 338) enrolled in blended learning courses in universities in the Hunan province of China. Emotional intelligence included self-awareness, self-motivation, and the regulation of emotion; social skills were also examined. A partial least squares structural-equation modeling approach was applied through SmartPLS software to explore the relationships. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly, it was concluded that cognitive engagement strengthens the connection between emotional intelligence and study habits. Therefore, it is recommended that universities take specific measures to enhance students' emotional intelligence and cognitive engagement, which will ultimately improve their study habits. Moreover, valuable and practical implications for teachers, practitioners, and university management were also discussed in the study.

How to Prepare for the American Board of Surgery In-Training Examination (ABSITE): A Systematic Review.

INTRODUCTION: Performance on ABSITE is an important factor when monitoring resident progress. It predicts future performance and has lasting effects. Understanding the highest-yield preparation strategies can help residents in their study efforts and optimize performance. METHODS: A literature search was conducted searching PubMed, EMBASE and JAMA Network in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Searches were performed for the terms "ABSITE" and "American Board of Surgery In-Training Examination". Only studies discussing individual study habits from May 2011 to May 2021 were included. RESULTS: 19 studies were included in qualitative synthesis. Year-round clinical study failed to show significant correlation to ABSITE performance although year-round ABSITE review was more consistently correlated. During a dedicated study period, increased time and increased total practice questions completed are associated with improved performance. The correlation of individual resources such as ABSITE review books, textbooks, audio podcasts and ABSITE preparatory courses to improved ABSITE performance was not proven. CONCLUSIONS: Residents should optimize study strategies based on methods that have consistently shown to improve performance. Recommendations for best preparation strategies are provided.

Estudiar - Análisis de la producción científica en periódicos brasileños / Estudar - análise da produção científica em periódicos brasileiros / Studying - analysis of scientific production in brazilian journals

Estudar é um comportamento essencial para todos os alunos, pois, potencialmente, permite aprender qualquer conteúdo. O presente estudo teve como objetivo analisar a produção da comunidade científica, divulgada em periódicos brasileiros, sobre o estudar. Nas bases de dados SciELO e PePSIC foram inseridas palavras de busca, que resultou em 82 estudos selecionados. As informações obtidas dizem respeito aos autores, instituições, área de conhecimento, abordagem teórica e tipo de pesquisa. Dentre os resultados, destacam-se: crescimento das publicações a partir de 2004; predomínio de poucos grupos de pesquisa; pouca participação da área da Educação; dominância da Psicologia Cognitiva; predomínio de pesquisas descritivas; utilização de instrumentos padronizados; predomínio do Ensino Superior e utilização da sala de aula como setting. Discute-se sobre a necessidade de mais pesquisas de intervenção, além da maior participação dos professores que deveriam ser os principais participantes envolvidos nas pesquisas.

Estudiar es un comportamiento esencial a todos los alumnos, pues, potencialmente, permite aprender cualquier contenido. En el presente estudio se tuvo como objetivo analizar la producción de la comunidad científica, relatada en periódicos brasileños, sobre el estudiar. Se utilizaron palabras de búsqueda, que se insirió en los bancos de datos de SciELO y PePSIC, se seleccionaron 82 estudios. Se obtuvo, entre otras, informaciones sobre autores, instituciones, área de conocimiento, abordaje teórico, tipo de investigación. Entre los resultados, se destacan: crecimiento de las publicaciones a partir de 2004; predominio de pocos grupos de investigación; poca participación del área de la Educación; dominancia de la Psicología Cognitiva; predominio de investigaciones descriptivas; utilización de instrumentos normatizados; predominio de la Enseñanza Universitaria y utilización de la sala de clase como setting. Se discute sobre la necesidad de más intervención, además de más participación de los profesores que deberían ser los principales participantes involucrados en las investigaciones.

Studying is an essential behavior for all students, as it potentially allows them to learn any content. This study aimed to analyze the production of the scientific community, published in Brazilian journals, about studying. Search words were inserted in the SciELO and PePSIC databases, which resulted in 82 selected studies. The information obtained concerns the authors, institutions, area of ​​knowledge, theoretical approach, and type of research. Among the results, the following stand out: an increase in the number of publications since 2004; predominance of few research groups; little participation from the Education area; predominance of Cognitive Psychology; predominance of descriptive research; use of standardized instruments; predominance of Higher Education and the use of the classroom as a setting. It discusses the need for more intervention research, in addition to the greater participation of teachers who should be the main participants involved in the research.

Pharmacy student reflections and perceptions of competency and predictors of success in remediation.

INTRODUCTION: Pharmacy programs employ a variety of remediation methods intended to bring underperforming students to a level of competency. Our objective was to evaluate pharmacy students' perceptions of eligibility criteria and academic outcomes of remediation and potential predictors for lack of success in the original and remediated course. METHODS: Palm Beach Atlantic University School of Pharmacy revised its remediation policy in fall 2017, shifting from a course-centric to student-centric policy. Pharmacy students (N = 265) were surveyed in spring 2019 regarding eligibility criteria and academic outcomes of remediation. Enrolled students who remediated under the revised policy were surveyed on the lack of success in the original course and the remediation process. RESULTS: Students viewed remediation as an opportunity to prevent delayed graduation. They agreed with the revised, student-centric eligibility criteria and with the new approach allowing all courses to be remediated. First-year students provided lower scores, whereas students who never failed a course gave higher scores. Students agreed that remediation produces proficient students who are as competent as those who passed the original course. The main reason for failing the original course was lack of study time. Students who failed remediation tended to spend more time on external activities and used less remediation resources. CONCLUSIONS: A student-centric approach to remediation with active involvement from students and faculty support was successful in producing students who are viewed just as proficient and competent as students who passed the original course. Predictors for success were study time and the use of remediation resources.

Study Habits of Highly Effective Medical Students.

BACKGROUND: Study habits have been the most significant indicator of academic performance and play a unique role in students' academic accomplishment. The study is aiming to determine the most common study habits of highly successful medical students and their relation to academic achievement. METHODS: A cross-sectional observational study was conducted from September to December 2019 among medical students of both gender from six medical colleges in Saudi Arabia. The students answered the standardized questionnaires to study the different learning habits among medical students, including learning prioritization, knowledge retention strategies, motivation, daily hours of studying, study learning resources. RESULTS: Six hundred and seventy-five medical students enrolled themselves electively into the study. The results showed a significant correlation between study habits and students' academic accomplishments. The top ten study habits of highly effective medical students are managing their time effectively, they get rid of interruptions (phone, family, friends) that disrupt their daily work, they use goal-setting to determine their most important activities, their daily study hours is ranging between 3 and 4 hours, they study alone for knowledge retention of medical information, learn from multiple sources and invest in technology with high efficiency, they contribute to the teaching of their peers, they study the main lecture slides with notes when no exam is coming, and they study lecture slides with notes and previous exam questions when preparing for upcoming exams; finally, they maintained motivation for self-gratification and fulfillment of their family dreams. CONCLUSION: This study's outcomes consolidate general study practices that can be credited to learning achievement and expand recognition to inspire less accomplished students by investigating and exploring factors that have enhanced and worked for many accomplished students.

University students and study habits.

OBJECTIVES: The objective of this study was to understand the variables or study habits that inform study in undergraduate and postgraduate students attending Trinity College Dublin. METHODS: A descriptive, cross-sectional anonymous online survey was used to gather data to explore student study habits. Survey 1 was completed by participants in April 2019 and survey 2 was completed by participants in April 2020, during the COVID-19 restrictions. RESULTS: A total of 1557 participants completed survey 1 in 2019, and 1793 participants completed survey 2 in 2020. In both surveys a majority reported using caffeine, library study, sleep pattern adjustment and excercise to aid academic performance. Survey 2 participants reported COVID-19 resulted in increased difficulty studying (91%). In particular loss of structure and routine was negatively impacted by the pandemic (92%), and increased feelings of stress were reported (75%). CONCLUSIONS: Our study suggests a potential role of the college environment as a target for the implementation of interventions to promote student learning, healthy study habits and well-being. The global pandemic has resulted in additional challenging demands for universities to serve an essential role in supporting college students study habits.