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ADVISING STUDENTS FOR
ACADEMIC SUCCESS
Victoria S Kaprielian, MD, FAAFP Associate Dean for Faculty Development and Medical Education
Professor of Family Medicine
Yen-Ping Kuo, PhD Assistant Dean for Curriculum
Professor and Chair, Department of Microbiology and
Immunology
AACOM Annual Conference Washington, D.C. April 8, 2016
SESSION OBJECTIVES
By the end of this presentation, participants will be
able to:
Distinguish between academic and non-
academic issues in student performance
Discuss study skills training that can be used
proactively to enhance first-year student success
Use an algorithm to identify appropriate advising
interventions for common medical student
difficulties
A Difficult transition
for all in learning
styles, habits, and
expectations…
Image: https://upload.wikimedia.org/wikipedia/commons/thumb/e/e6/Kamar_Zard_Buzhan_-_Nishapur_1.jpg/250px-Kamar_Zard_Buzhan_-_Nishapur_1.jpg
CASES
Susie
• Poor exam scores
• “Can’t keep up”
• Tearful in office
• Socially isolated
• Not sleeping, eating well
James
• Poor exam scores
• “Too much material”
• Used to study 2 h/night
• Reads slowly
• Problems with
standardized exams
PERFORMANCE ISSUES
Behavioral
• Professionalism
• Mood
• Substance use
Academic
• Knowledge
• Application
• Skills
The “Myth” of choosing the
wrong answer
“I narrow the answer choices down to
two, but just pick the wrong one . . . .”
THE ROOTS OF
LOW ACADEMIC PERFORMANCE
Poor Test Performance
Knowledge Recall Ability
Comprehension
(Learning and Study Skills)
Test-taking skills
Specific Content Deficit
©Kuo, CUSOM
Poor Test Performance
Knowledge Recall Ability
Effective memorization strategies:
smart repetition spacing
Comprehension
(Learning and Study Skills)
Learning specialist:
learning styles
assessment
Knowledge Acquisition:
Preview; active listening vs.
passive note-taking
Buddy System:
When and
What
Effective Review:
Tips to connect the
dots
Test-taking Skills
Smart MCQ Problem-Solving
Attention to lead-in sentence; avoid random/limited information pattern-
matching; time management
Practice
Use exam item banks
Specific Content Deficit
Mentoring:
Peer Pairing; Faculty coaching
Goal: Reduce busy work
WHAT TOOLS CAN WE PROVIDE?
“PREVENTIVE MEDICINE” Study Skills Development Sessions Implemented
for CUSOM Class 2019
I
During Orientation
II
After 1st Exam
III
After 2nd Exam
Study Skills Development
Session I (orientation)
• Present the winning rules:
– The SQ3R (survey, question, read, recite,
review) process
– Essential steps: preview, live learning, and
immediate review
– Team up
The SQ3R Study Process
Survey: Chapter title, introduction, headings and
subheadings, graphics, summary
Learning objectives
Question Ask yourself questions for each section during
preview
Answer these questions during after-class
review
Read Find answers to questions
Connect sections
Recite
Review
Review
Recite
Read
Question
Survey
The 3 Essential Steps I
Preview
*GOAL: Map the route
S Q
2
Lecture
*GOAL: Learning
R
3
Review
*GOAL: TEST-READY *Connect the dots *Memory consolidation
RR
Study Skills Development
Session II
• Now we have their
attention:
– Tell them what we
already told them
during orientation
– Introduce human
forgetting curve
Figure https://commons.wikimedia.org/wiki/File:ForgettingCurve.svg
Study Skills Development
Session III
• Take it to another level: refining
test-taking skill
• Interactive sessions with peer
problem-solving, learning and
sharing
What is your greatest
challenge?
What is the most successful
change you have made?
Crowdsourcing with Answer
Garden
General Assessment of Outcomes
• Orientation: <40% of students felt ready
• Session 1
– 82% students found session helpful
– 70% intended to apply the technique learned
• Session 2:
– 70% students attended
– Of those attending, 70% reported applying
techniques learned
Advising Skills
Development
Sessions for
CUSOM Faculty
Advising Algorithm
Study Skills
Test Taking
IS THIS ONE OF YOUR STUDENTS? How would you advise?
Problem
• Not enough time to accomplish preview
and review lectures all within one day.
Problem
• Needing to re-write or create own notes in
order to retain memory
Problem
• Test anxiety -- a few uncertain questions in
the exam will trigger domino effect
Problem
• Lack of drive/motivation to study
• Unable to focus in class
Take-home points
• Be sure to differentiate behavioral and academic
problems
• Engage other resources in addressing
behavior/psych issues
• Consider algorithm for identifying and
addressing academic challenges
• Offer study skills training for first-year students?
