Date of Conferral

3-7-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Andrea Wilson

Abstract

Medical schools aim to provide quality education and rigorous training to create competent future healthcare providers. Due to the demanding curriculum, first-year medical students often struggle, leading to course repetition or withdrawal from the program. The problem addressed in this study was the underperformance of first-year medical students, who required participation in a remediation course at a medical school in the Caribbean. Guided by Bandura’s social learning theory, the purpose of this quasi-experimental, quantitative study was to determine the extent of change in medical students’ learning and study skills as measured by the Learning and Study Strategies Inventory (LASSI) after participating in a structured remedial course. Archival pre and post course LASSI scores from all medical students (N = 85) who were enrolled in a required remediation course between September 2023 and May 2024 were analyzed. Repeated-measures t Tests compared pre versus post course outcomes on three LASSI subscales, (a) information processing (INP), (b) selecting main ideas (SMI), and (c) test-taking (TST) skills. Results indicated significant increases in students’ INP (p < .001), SMI (p < .001), and TST (p < .001) scores before compared to after course participation. Findings suggest remediation course participation positively influenced development of students’ key learning and study skills. A position paper was developed recommending expansion of learning and study skills instruction and supports for all medical students. By facilitating the development of key learning and study skills, medical students may experience greater academic success, thereby leading to positive social change as more well-trained, competent medical doctors enter the healthcare workforce over time.

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