Assessment of learning skills using Denver congos study scale tool in the first year MBBS students of Andhra Medical College, Visakhapatnam, Andhra Pradesh, India

Kesava Lakshmi Prasad Kandipudi; Devi Madhavi Bhimarisetty; Siva Kumar Lotheti

doi:10.18203/2394-6040.ijcmph20164270

Authors

Kesava Lakshmi Prasad Kandipudi Department Community Medicine, Andhra Medical College, Visakhapatnam, Andhra Pradesh, India
Devi Madhavi Bhimarisetty Department Community Medicine, Andhra Medical College, Visakhapatnam, Andhra Pradesh, India
Siva Kumar Lotheti Department Community Medicine, Andhra Medical College, Visakhapatnam, Andhra Pradesh, India

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20164270

Keywords:

Andhra medical college, DCSSI tool, Learning skills, Medical students

Abstract

Background: Though students have been admitted through merit system and are having consistent academic performance in school some are not performing well in the medical education. This may be because college learning skills are different from schooling. This study is taken up to assess the learning skills in the first year MBBS students. The objectives were to study the pattern of learning skills among first year MBBS using DCSSI tool (Denver Congos Study Scale Inventory).

Methods: It was a observational analytical study conducted in June 2016. Study subjects include all first year MBBS students who are willing to participate in the study. DCSSI tool (Denver Congos Study Scale Inventory) was used. Six variables are taken into account to assess their learning skills, they are text book, note taking, memory, test preparation and concentration skills scores. Based on the bench mark scores, each skill is separately assessed. Statistical Analysis: Analyzed using Microsoft excel and SPSS ver 17.

Results: In the present study 76.9% of the students have poor text book reading skills score, 81.7% of students have poor notes taking skills scores, 30.8% of students have poor memory skills scores, 59.6% of students have poor concentration scores and 87.5% of students have poor time management scores.

Conclusions: We observed poor learning skills in students so there is a need to include the learning skills in the curriculum to improve the overall skills so as to improve their overall performance.

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