Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education

In recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Educational psychology review 2024-12, Vol.36 (4), p.118, Article 118
Hauptverfasser: Roehe, Marlen A., Trost, Carmen, Grundnig, Julia S., Anvari-Pirsch, Anahit, Holzinger, Anita
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page
container_issue 4
container_start_page 118
container_title Educational psychology review
container_volume 36
creator Roehe, Marlen A.
Trost, Carmen
Grundnig, Julia S.
Anvari-Pirsch, Anahit
Holzinger, Anita
description In recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’ preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a ‘one-size-fits-all’ teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.
doi_str_mv 10.1007/s10648-024-09952-4
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_3114264020</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>3114264020</sourcerecordid><originalsourceid>FETCH-LOGICAL-c244t-105ff0e1a276b66a5a83a4ad408ea9290b748828c02c7bc06eda6d65d9b95a3e3</originalsourceid><addsrcrecordid>eNp9kc1u2zAQhIWiBZomfYGeCPSsZvkjSurNSZwfwEmL1gV8I9bkylZgUw4pOfFD5R1DxwFy62kX2G9mMZgs-8bhBwcoTyMHraochMqhrguRqw_ZES9KmUupZx_TDgryUujZ5-xLjPcAUJdKHmXP4y2uBuxbv2D9ktjFzuO6tZF1DZsQBr8_jDab0KFdUvzJRuzvLva0ThLL_tC2pUd247cU-3bxbnNHT0NkZ9Q_Enk2pSTen26pX3YuMvSOjSw6Sq_YbwpNF9boLbHWJ8a1FlevzAX5Pq1jN9jk3fmT7FODq0hf3-Zx9u9yPD2_zie_rm7OR5PcCqX6nEPRNEAcRannWmOBlUSFTkFFWIsa5qWqKlFZELacW9DkUDtduHpeFyhJHmffD74p98OQspn7bgg-vTSScyW0AgGJEgfKhi7GQI3ZhHaNYWc4mH0t5lCLSbWY11qMSiJ5EMUE-wWFd-v_qF4AzJOS8A</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3114264020</pqid></control><display><type>article</type><title>Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education</title><source>SpringerLink Journals - AutoHoldings</source><creator>Roehe, Marlen A. ; Trost, Carmen ; Grundnig, Julia S. ; Anvari-Pirsch, Anahit ; Holzinger, Anita</creator><creatorcontrib>Roehe, Marlen A. ; Trost, Carmen ; Grundnig, Julia S. ; Anvari-Pirsch, Anahit ; Holzinger, Anita</creatorcontrib><description>In recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’ preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a ‘one-size-fits-all’ teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.</description><identifier>ISSN: 1040-726X</identifier><identifier>EISSN: 1573-336X</identifier><identifier>DOI: 10.1007/s10648-024-09952-4</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Academic achievement ; Child and School Psychology ; Cognitive style ; Dental schools ; Education ; Educational objectives ; Educational Psychology ; Learning and Instruction ; Learning Strategies ; Medical education ; Review Article ; Students ; Systematic review ; Teaching methods</subject><ispartof>Educational psychology review, 2024-12, Vol.36 (4), p.118, Article 118</ispartof><rights>The Author(s) 2024</rights><rights>Copyright Springer Nature B.V. Dec 2024</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c244t-105ff0e1a276b66a5a83a4ad408ea9290b748828c02c7bc06eda6d65d9b95a3e3</cites><orcidid>0000-0002-1495-5188 ; 0000-0001-5118-432X ; 0000-0002-9566-4234</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10648-024-09952-4$$EPDF$$P50$$Gspringer$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10648-024-09952-4$$EHTML$$P50$$Gspringer$$Hfree_for_read</linktohtml><link.rule.ids>314,778,782,27907,27908,41471,42540,51302</link.rule.ids></links><search><creatorcontrib>Roehe, Marlen A.</creatorcontrib><creatorcontrib>Trost, Carmen</creatorcontrib><creatorcontrib>Grundnig, Julia S.</creatorcontrib><creatorcontrib>Anvari-Pirsch, Anahit</creatorcontrib><creatorcontrib>Holzinger, Anita</creatorcontrib><title>Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education</title><title>Educational psychology review</title><addtitle>Educ Psychol Rev</addtitle><description>In recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’ preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a ‘one-size-fits-all’ teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.</description><subject>Academic achievement</subject><subject>Child and School Psychology</subject><subject>Cognitive style</subject><subject>Dental schools</subject><subject>Education</subject><subject>Educational objectives</subject><subject>Educational Psychology</subject><subject>Learning and Instruction</subject><subject>Learning Strategies</subject><subject>Medical education</subject><subject>Review Article</subject><subject>Students</subject><subject>Systematic review</subject><subject>Teaching methods</subject><issn>1040-726X</issn><issn>1573-336X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>C6C</sourceid><recordid>eNp9kc1u2zAQhIWiBZomfYGeCPSsZvkjSurNSZwfwEmL1gV8I9bkylZgUw4pOfFD5R1DxwFy62kX2G9mMZgs-8bhBwcoTyMHraochMqhrguRqw_ZES9KmUupZx_TDgryUujZ5-xLjPcAUJdKHmXP4y2uBuxbv2D9ktjFzuO6tZF1DZsQBr8_jDab0KFdUvzJRuzvLva0ThLL_tC2pUd247cU-3bxbnNHT0NkZ9Q_Enk2pSTen26pX3YuMvSOjSw6Sq_YbwpNF9boLbHWJ8a1FlevzAX5Pq1jN9jk3fmT7FODq0hf3-Zx9u9yPD2_zie_rm7OR5PcCqX6nEPRNEAcRannWmOBlUSFTkFFWIsa5qWqKlFZELacW9DkUDtduHpeFyhJHmffD74p98OQspn7bgg-vTSScyW0AgGJEgfKhi7GQI3ZhHaNYWc4mH0t5lCLSbWY11qMSiJ5EMUE-wWFd-v_qF4AzJOS8A</recordid><startdate>20241201</startdate><enddate>20241201</enddate><creator>Roehe, Marlen A.</creator><creator>Trost, Carmen</creator><creator>Grundnig, Julia S.</creator><creator>Anvari-Pirsch, Anahit</creator><creator>Holzinger, Anita</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>C6C</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-1495-5188</orcidid><orcidid>https://orcid.org/0000-0001-5118-432X</orcidid><orcidid>https://orcid.org/0000-0002-9566-4234</orcidid></search><sort><creationdate>20241201</creationdate><title>Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education</title><author>Roehe, Marlen A. ; Trost, Carmen ; Grundnig, Julia S. ; Anvari-Pirsch, Anahit ; Holzinger, Anita</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c244t-105ff0e1a276b66a5a83a4ad408ea9290b748828c02c7bc06eda6d65d9b95a3e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Academic achievement</topic><topic>Child and School Psychology</topic><topic>Cognitive style</topic><topic>Dental schools</topic><topic>Education</topic><topic>Educational objectives</topic><topic>Educational Psychology</topic><topic>Learning and Instruction</topic><topic>Learning Strategies</topic><topic>Medical education</topic><topic>Review Article</topic><topic>Students</topic><topic>Systematic review</topic><topic>Teaching methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Roehe, Marlen A.</creatorcontrib><creatorcontrib>Trost, Carmen</creatorcontrib><creatorcontrib>Grundnig, Julia S.</creatorcontrib><creatorcontrib>Anvari-Pirsch, Anahit</creatorcontrib><creatorcontrib>Holzinger, Anita</creatorcontrib><collection>Springer Nature OA Free Journals</collection><collection>CrossRef</collection><jtitle>Educational psychology review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Roehe, Marlen A.</au><au>Trost, Carmen</au><au>Grundnig, Julia S.</au><au>Anvari-Pirsch, Anahit</au><au>Holzinger, Anita</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education</atitle><jtitle>Educational psychology review</jtitle><stitle>Educ Psychol Rev</stitle><date>2024-12-01</date><risdate>2024</risdate><volume>36</volume><issue>4</issue><spage>118</spage><pages>118-</pages><artnum>118</artnum><issn>1040-726X</issn><eissn>1573-336X</eissn><abstract>In recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’ preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a ‘one-size-fits-all’ teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.</abstract><cop>New York</cop><pub>Springer US</pub><doi>10.1007/s10648-024-09952-4</doi><orcidid>https://orcid.org/0000-0002-1495-5188</orcidid><orcidid>https://orcid.org/0000-0001-5118-432X</orcidid><orcidid>https://orcid.org/0000-0002-9566-4234</orcidid><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 1040-726X
ispartof Educational psychology review, 2024-12, Vol.36 (4), p.118, Article 118
issn 1040-726X
1573-336X
language eng
recordid cdi_proquest_journals_3114264020
source SpringerLink Journals - AutoHoldings
subjects Academic achievement
Child and School Psychology
Cognitive style
Dental schools
Education
Educational objectives
Educational Psychology
Learning and Instruction
Learning Strategies
Medical education
Review Article
Students
Systematic review
Teaching methods
title Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-17T07%3A50%3A47IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Evaluating%20the%20Dynamics%20of%20Learning%20Approaches:%20A%20Systematic%20Review%20Investigating%20the%20Nexus%20Between%20Teaching%20Methods%20and%20Academic%20Performance%20in%20Medical%20and%20Dental%20Education&rft.jtitle=Educational%20psychology%20review&rft.au=Roehe,%20Marlen%20A.&rft.date=2024-12-01&rft.volume=36&rft.issue=4&rft.spage=118&rft.pages=118-&rft.artnum=118&rft.issn=1040-726X&rft.eissn=1573-336X&rft_id=info:doi/10.1007/s10648-024-09952-4&rft_dat=%3Cproquest_cross%3E3114264020%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=3114264020&rft_id=info:pmid/&rfr_iscdi=true