advising students for academic success
TRANSCRIPT
![Page 1: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/1.jpg)
ADVISING STUDENTS FOR
ACADEMIC SUCCESS
Victoria S Kaprielian, MD, FAAFP Associate Dean for Faculty Development and Medical Education
Professor of Family Medicine
Yen-Ping Kuo, PhD Assistant Dean for Curriculum
Professor and Chair, Department of Microbiology and
Immunology
AACOM Annual Conference Washington, D.C. April 8, 2016
![Page 2: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/2.jpg)
SESSION OBJECTIVES
By the end of this presentation, participants will be
able to:
Distinguish between academic and non-
academic issues in student performance
Discuss study skills training that can be used
proactively to enhance first-year student success
Use an algorithm to identify appropriate advising
interventions for common medical student
difficulties
![Page 3: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/3.jpg)
A Difficult transition
for all in learning
styles, habits, and
expectations…
Image: https://upload.wikimedia.org/wikipedia/commons/thumb/e/e6/Kamar_Zard_Buzhan_-_Nishapur_1.jpg/250px-Kamar_Zard_Buzhan_-_Nishapur_1.jpg
![Page 4: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/4.jpg)
CASES
Susie
• Poor exam scores
• “Can’t keep up”
• Tearful in office
• Socially isolated
• Not sleeping, eating well
James
• Poor exam scores
• “Too much material”
• Used to study 2 h/night
• Reads slowly
• Problems with
standardized exams
![Page 5: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/5.jpg)
PERFORMANCE ISSUES
Behavioral
• Professionalism
• Mood
• Substance use
Academic
• Knowledge
• Application
• Skills
![Page 6: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/6.jpg)
The “Myth” of choosing the
wrong answer
“I narrow the answer choices down to
two, but just pick the wrong one . . . .”
![Page 7: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/7.jpg)
THE ROOTS OF
LOW ACADEMIC PERFORMANCE
Poor Test Performance
Knowledge Recall Ability
Comprehension
(Learning and Study Skills)
Test-taking skills
Specific Content Deficit
![Page 8: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/8.jpg)
©Kuo, CUSOM
Poor Test Performance
Knowledge Recall Ability
Effective memorization strategies:
smart repetition spacing
Comprehension
(Learning and Study Skills)
Learning specialist:
learning styles
assessment
Knowledge Acquisition:
Preview; active listening vs.
passive note-taking
Buddy System:
When and
What
Effective Review:
Tips to connect the
dots
Test-taking Skills
Smart MCQ Problem-Solving
Attention to lead-in sentence; avoid random/limited information pattern-
matching; time management
Practice
Use exam item banks
Specific Content Deficit
Mentoring:
Peer Pairing; Faculty coaching
Goal: Reduce busy work
WHAT TOOLS CAN WE PROVIDE?
![Page 9: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/9.jpg)
“PREVENTIVE MEDICINE” Study Skills Development Sessions Implemented
for CUSOM Class 2019
I
During Orientation
II
After 1st Exam
III
After 2nd Exam
![Page 10: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/10.jpg)
Study Skills Development
Session I (orientation)
• Present the winning rules:
– The SQ3R (survey, question, read, recite,
review) process
– Essential steps: preview, live learning, and
immediate review
– Team up
![Page 11: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/11.jpg)
The SQ3R Study Process
Survey: Chapter title, introduction, headings and
subheadings, graphics, summary
Learning objectives
Question Ask yourself questions for each section during
preview
Answer these questions during after-class
review
Read Find answers to questions
Connect sections
Recite
Review
Review
Recite
Read
Question
Survey
![Page 12: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/12.jpg)
The 3 Essential Steps I
Preview
*GOAL: Map the route
S Q
2
Lecture
*GOAL: Learning
R
3
Review
*GOAL: TEST-READY *Connect the dots *Memory consolidation
RR
![Page 13: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/13.jpg)
Study Skills Development
Session II
• Now we have their
attention:
– Tell them what we
already told them
during orientation
– Introduce human
forgetting curve
Figure https://commons.wikimedia.org/wiki/File:ForgettingCurve.svg
![Page 14: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/14.jpg)
Study Skills Development
Session III
• Take it to another level: refining
test-taking skill
• Interactive sessions with peer
problem-solving, learning and
sharing
![Page 15: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/15.jpg)
What is your greatest
challenge?
What is the most successful
change you have made?
Crowdsourcing with Answer
Garden
![Page 16: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/16.jpg)
General Assessment of Outcomes
• Orientation: <40% of students felt ready
• Session 1
– 82% students found session helpful
– 70% intended to apply the technique learned
• Session 2:
– 70% students attended
– Of those attending, 70% reported applying
techniques learned
![Page 17: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/17.jpg)
Advising Skills
Development
Sessions for
CUSOM Faculty
Advising Algorithm
Study Skills
Test Taking
![Page 18: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/18.jpg)
IS THIS ONE OF YOUR STUDENTS? How would you advise?
![Page 19: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/19.jpg)
Problem
• Not enough time to accomplish preview
and review lectures all within one day.
![Page 20: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/20.jpg)
Problem
• Needing to re-write or create own notes in
order to retain memory
![Page 21: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/21.jpg)
Problem
• Test anxiety -- a few uncertain questions in
the exam will trigger domino effect
![Page 22: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/22.jpg)
Problem
• Lack of drive/motivation to study
• Unable to focus in class
![Page 23: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/23.jpg)
![Page 24: ADVISING STUDENTS FOR ACADEMIC SUCCESS](https://reader031.vdocuments.mx/reader031/viewer/2022012101/6169f31411a7b741a34d28cb/html5/thumbnails/24.jpg)
Take-home points
• Be sure to differentiate behavioral and academic
problems
• Engage other resources in addressing
behavior/psych issues
• Consider algorithm for identifying and
addressing academic challenges
• Offer study skills training for first-year students?