Author/Authors :
AHMADY, SOLEIMAN School of Management and Medical Education - Shahid Beheshti University of Medical Sciences, Tehran, Iran , KHAJEALI, NASRIN Department of Medical Education - student’s research committee - Shahid Beheshti University of Medical Sciences, Tehran, Iran , SHARIFI, FARSHAD Elderly Health Research Center - Endocrinology and Metabolism Population Sciences Institute - Tehran University of Medical Sciences, Tehran, Iran , MIRMOGHTADAEI, ZOHRE SADAT Department of virtualization in Medical Education - Virtual School - Tehran University of Medical Sciences, Tehran, Iran
Abstract :
Introduction: Identifying the learners’ problems early enough
and providing advice from the beginning is definitely an important
investment in the training and progress of future practitioners. The
current review aimed at examining factors related to academic
failure of the preclinical medical students.
Methods: The study was carried out as a systematic search of
publications in the following databases published from January
1987 to January 2018: PubMed, Web of Knowledge, Educational
Resources, Information Center and Scopus. No language limitation
was set for searching the resources. As a comprehensive search, the
following keywords were used for the abstract, title and keyword
sections: academic performance, academic failure, academic
achievement, drop out, academic engagement, learning disorder,
medical student, struggle student and problem learner. A valid tool
(STROBE) was used to determine the quality of the articles.
Results: Most articles discussed personal causes, 7 discussed
learning style, 7 discussed personality traits, 6 discussed
motivational strategies and self-efficacy, 4 discussed quality of
sleep, 4 discussed the effect of stress, 9 discussed demographic
factors, 3 discussed physical activity, 1 discussed coping
strategies, 2 discussed class attendance and 4 discussed study
strategy. Twenty-five articles described instructional design
cause, 3 described teaching strategies, 2 described course
assessments, 1 described the course structure, 3 described critical
thinking, 3 described blended learning, 13 described predictive
courses, 14 described admission tests, 1 described the learning
environment, 2 described curriculum planning and 3 described
the pre-matriculation program.
Conclusion: Medical teachers often do not know which students
are problem learners or what causes academic failure. The goal
of this systematic review was to determine the origin of problems
in learning to identify problem learners. The results indicates
that managers, policymakers, instructors and counselors can
monitor student academic achievement by careful planning of
instructional design, attention to an educational environment, use
of active teaching methods, continuous assessment of students
and consideration of personal factors.
