Does formal education improve students' reading skills? Ilam University of Medical Sciences experience

Introduction and purpose: Evidence suggests that improving study skills can improve students' academic performance and learning. Since most medical science curricula do not have a coherent curriculum to teach study skills, this study aimed to formulate, implement, and evaluate study skills lessons and examine their effects on the academic skill level of Ilam University of Medical Sciences students. Materials and Methods:In a quasi-experimental study with pre-test post-test the impact of education on study skills of 514 first year students of medical sciences university in 13 disciplines of associate, undergraduate, as well as general dentistry and medicine was evaluated. Given that the educational intervention was approved as a lesson in the University Education Council, all incoming students were enrolled in the census. The data collection tool was the Houston University 48-item Questionnaire (SSAQ-CCHU) containing 5 choice items (always, most often, sometimes, rarely, never) containing 8 domains each containing 6 items in the 120 to 240 scoring range. . Prior to the study, the questionnaire was validated by content validity index and the opinion of 13 experts. The Cronbach's alpha coefficient was 0.93, indicating an internal consistency of the questionnaire. The educational intervention consisted of 1 theoretical-practical study skills study unit with a variety of assignments based on practical study skills training and assessment assignments. Assessment of the lesson was done using useful assignments including hands-on post-workshop work, concept mapping, subject teaching, critique, evidence-based teacher suggested challenge, summaries of specialized texts. Teachers receive the necessary training for 5 sessions on how to teach and evaluate. The study began in June 2018 and ended in July 2019. Findings:According to the findings, 100% of the questionnaires were completed and analyzed. The mean age of participants was 19.6 ± 1.3, 51.2% were male and the other female. The total score obtained after the intervention (184.4 ±2.1) was significantly higher than the total score before the intervention (122.2 ± 2.6). Of the 8 skills examined, only time management skills were not improved. In 6 skills including memory and remembering, taking notes and using teaching aids, organizing and processing information, motivation and attitude, reading and choosing the main idea and writing skills as well as in total score, reading skills of female students (187.2 ± 2.1) was significantly better than male students (181.6 ± 2.8). Frequency of students with poor study skills before intervention were 12.7% and 62.6% respectively, which decreased to 6.4% and 26.3% after intervention respectively and the number of students with good educational skills (180-240) increased from 24.7% to 67.3%. There was no significant difference between the study skills of students based on different disciplines. Conclusion: The findings of this study show that formal instruction in teaching skills can improve students' learning quality. Creative presentation of the lesson, presentation of the justification course to the teachers, monitoring of the presentation of the lesson in order to prevent traditional teaching, more emphasis on practical work and assignment can improve the effectiveness of the lesson.