article · BMC Medical Education
A survey of 631 undergraduate medical students across seven accredited medical colleges in Southeastern Nigeria examined the awareness and utilisation of ten learning techniques and their links to academic performance. Most respondents recognised discussion groups, re-reading, and highlighting, whilst multiple encoding, elaboration, and rote re-reading were the most frequently used. In contrast, free recall and review was used least. Statistical analysis revealed that active learning techniques were linked to higher academic results. Specifically, retrieval practice conducted through teaching others and elaboration independently predicted superior academic performance after adjusting for age, sex, institution, and year of study. Conversely, multiple encoding and being in the clinical stage of study were independently associated with lower self-reported scores. These results highlight a divergence between the study methods students routinely adopt and those that correlate with stronger academic outcomes.
Medical curricula demand high-volume knowledge retention, yet many students continue to rely on passive revision approaches. Demonstrating that techniques such as teaching peers and elaboration correlate with higher academic achievement offers clear guidance for curriculum planners. Incorporating structured training on effective, evidence-based study methods into medical programmes could enhance learning outcomes and better prepare future healthcare professionals.
This early-stage observational research could inform medical education interventions, instructional design, and digital study tools seeking to incorporate active learning features like peer teaching and elaboration. Primary users would be medical faculties, curriculum developers, and educational technology providers. However, the abstract does not indicate a commercial product, noting that interventional research is still required to confirm these associations and evaluate targeted educational programmes.
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Learning is a dynamic process that requires the deliberate adoption of effective strategies to enhance understanding and long-term retention. Despite the availability of well-evidenced learning techniques, many medical students continue to rely predominantly on passive approaches with limited efficacy. This study investigated the awareness and utilisation of ten learning techniques among medical students in Southeastern Nigeria, and their association with self-reported academic performance. A descriptive cross-sectional study employing proportional stratified quota sampling was conducted among 631 medical students at all seven accredited Colleges of Medicine in Southeastern Nigeria. Awareness and frequency of use of ten learning techniques were assessed via a self-administered structured questionnaire using a four-point Likert scale. Academic performance was operationalised as a composite score derived from six self-reported binary items (range: 0 to 6). Bivariate associations were examined using independent samples t-tests with Cohen’s d effect sizes and 95% confidence intervals (CIs). Multiple linear regression was conducted to identify independent predictors of academic performance after adjusting for age, sex, institution, and year of study. Statistical significance was set at p < 0.05. This study was reported in accordance with the STROBE guidelines. The median participant age was 22 years (IQR: 21 to 24); 70.3% were clinical-year students. The most commonly recognised techniques were discussion groups (98.9%), re-reading (91.8%), and highlighting (90.3%). The most frequently used techniques were multiple encoding (91.0%), elaboration (89.1%), and rote re-reading (88.6%). Free recall and review (43.9%) was the least frequently used. In bivariate analyses, frequent use of retrieval practice via teaching others (|d| = 0.38, 95% CI: 0.22 to 0.54, p = 0.001), elaboration (|d| = 0.51, 0.26 to 0.76, p = 0.001), spaced practice (|d| = 0.33, 0.12 to 0.54, p = 0.003), relational processing (|d| = 0.32, 0.08 to 0.56, p = 0.010), retrieval practice via practice questions (|d| = 0.27, 0.10 to 0.43, p = 0.002), and discussion groups (|d| = 0.25, 0.08 to 0.43, p = 0.005) were significantly associated with higher performance. In the multivariable model (R² = 0.115, adjusted R² = 0.096, F(14, 595) = 4.87, p < 0.001), year of study (clinical vs. pre-clinical; β = -0.196, p < 0.001), retrieval practice through teaching others (β = 0.138, p = 0.001), elaboration (β = 0.130, p = 0.003), and multiple encoding (β = -0.101, p = 0.008) were independently associated with performance. Active learning strategies, particularly retrieval practice through teaching others and elaboration, were independently associated with better academic performance after multivariable adjustment. These findings support deliberate integration of evidence-based learning strategies into undergraduate medical education in similar settings. Prospective and interventional research is needed to confirm these associations and evaluate targeted educational programmes.
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DOI: 10.1186/s12909-026-10224-8
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