From Books to Bedside: Analyzing Learning Strategies for Conceptual Medical Knowledge among Medical Students at Umm Al-Qura University, Saudi Arabia

Introduction: The transition from theoretical knowledge to practical application is pivotal in medical education, necessitating a deep understanding of the learning strategies employed by medical students. This study aimed to understand the learning preferences and the associated challenges of medical students at Umm Al-Qura University within an integrated curriculum, thereby aiming to reinforce foundational knowledge of future physicians and optimize the academic environment. Methods: This study, based at the College of Medicine, Umm Al-Qura University, surveyed undergraduate medical students regarding their learning preferences and challenges within a three-phased, integrated, module-based curriculum. From March to June 2022, students, ranging from the second year to internship year, were surveyed online, utilizing a standardized questionnaire featuring ten distinct learning strategies. The collected data were subsequently analyzed statistically. Results: The study encompassed 242 students, average age 23.7. Predominantly adopted techniques were highlighting/ underlining (74%, p<0.001), self-explanation (74%, p=0.020), and practice testing (76%, p<0.001). However, distributed practice, a high-utility technique, was adopted by 47% (p=0.045). Females, despite employing a diverse range of techniques, encountered more academic challenges (Mean=3.73) than males (Mean=3.32, p<0.05). Senior students (Mean=3.52) relied less on low-utility techniques compared to juniors (Mean=3.65, p<0.05). Regression analysis disclosed that low-utility methods increased academic challenges (beta =0.08, p<0.05) whereas moderate-utility techniques decreased them (<beta>=-0.11, p<0.01). Conclusion: This investigation into student learning strategies within Umm Al Qura University's College of Medicine's integrated curriculum revealed a preference for foundational techniques and a tendency for cramming. Despite their diverse learning approaches, female students faced more academic challenges, highlighting the need for improved institutional support. The findings emphasize that, while institutional guidance is indispensable, the burden is also on the students to incorporate efficacious learning strategies to navigate the evolving educational environment efficiently.