{"title":"Strategic Learning Principles Are Related to Academic Scores for Doctor of Physical Therapy Students.","authors":"B Reynolds, C Minahan","doi":"10.1007/s40670-024-02215-5","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>The Learning and Study Strategies Inventory (LASSI) is a self-assessment of strategic learning principles with scores representing areas for growth. The purpose of this study was to measure LASSI scores at 2 points in time for Doctor of Physical Therapy (DPT) students in a 2-year hybrid program to see if scores changed after a science of learning course and two quarters of the program. The authors then examined the relationship between LASSI scores and academic scores (DPT program GPA, anatomy, and physiology grades).</p><p><strong>Methods: </strong>Retrospective descriptive analysis of LASSI scores with comparisons between baseline and after a science of learning course and two quarters of the program using a paired <i>t</i>-test; bivariate correlations examined the relationship of LASSI scores to academic scores.</p><p><strong>Results: </strong>Data was collected for 259 matriculated DPT students. Three of the 10 LASSI scales had significant change after the science of learning course and two quarters of the program; however, the effect sizes were small (0.2 or less). Anxiety management (<i>t</i>(258) = 2.340, <i>p</i> = .020) scores improved, while both concentrations (<i>t</i>(258) = - 3.229, <i>p</i> = .001) and the use of academic resources (<i>t</i>(258) = - 1.999, <i>p</i> = .047) had lower scores. There were several LASSI scores with significant correlations to academic scores (<i>ρ</i> = .132 to .431).</p><p><strong>Discussion/conclusion: </strong>LASSI was related to academic scores, although the strength of the relationship was low to negligible. LASSI showed small changes over time. There could be various reasons for scores improving or declining, but the awareness of scores and change in scores can provide a solid foundation for individualized coaching to DPT students as they navigate the rigor of a graduate level professional program.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02215-5.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"437-446"},"PeriodicalIF":1.9000,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933603/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Science Educator","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40670-024-02215-5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/2/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: The Learning and Study Strategies Inventory (LASSI) is a self-assessment of strategic learning principles with scores representing areas for growth. The purpose of this study was to measure LASSI scores at 2 points in time for Doctor of Physical Therapy (DPT) students in a 2-year hybrid program to see if scores changed after a science of learning course and two quarters of the program. The authors then examined the relationship between LASSI scores and academic scores (DPT program GPA, anatomy, and physiology grades).
Methods: Retrospective descriptive analysis of LASSI scores with comparisons between baseline and after a science of learning course and two quarters of the program using a paired t-test; bivariate correlations examined the relationship of LASSI scores to academic scores.
Results: Data was collected for 259 matriculated DPT students. Three of the 10 LASSI scales had significant change after the science of learning course and two quarters of the program; however, the effect sizes were small (0.2 or less). Anxiety management (t(258) = 2.340, p = .020) scores improved, while both concentrations (t(258) = - 3.229, p = .001) and the use of academic resources (t(258) = - 1.999, p = .047) had lower scores. There were several LASSI scores with significant correlations to academic scores (ρ = .132 to .431).
Discussion/conclusion: LASSI was related to academic scores, although the strength of the relationship was low to negligible. LASSI showed small changes over time. There could be various reasons for scores improving or declining, but the awareness of scores and change in scores can provide a solid foundation for individualized coaching to DPT students as they navigate the rigor of a graduate level professional program.
Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02215-5.
期刊介绍：
Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.
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