E D I T O R I A L

Who should teach s tuden t s h o w to learn?

References

It is often assumed that because teachers teach (or present) some aspect (or aspects) of a subject or discipline, students learn the material that has been taught. A corollary to this assumption is that the more a teacher teaches, the more his (or her) students learn. This is the myth that 'pre- sentation equals learning'. Sensible though the assumption and the corollary are, they lack an important ingredient of the teaching/learning process. The missing component is 'study', the act or process performed by a student in learning (though the Latin studium translates into 'zealous endeavour, painstaking application, assiduous effort' which seem to be lacking in the modem definition). This being so, it becomes more realistic, and correct, to say that when students study what they have been taught, they learn what has been taught, and that the more a student studies, the more he (or she) learns.

Most 'knowing' is in fact 'remembering'. This has been appreciated for many decades. As a result, psychologists have long been interested in the relation of learning to long-term memory and to recall, and in understanding the factors which determine such learning or recall. It is well established that learning is facilitated by meaningful context, by the development of patterns among the material to be learned, by recitation and questioning, and by periodic review. 1,2,3 Familiarity breeds retention and organization aids retention are well-known principles of learn- ing. Why then do so many students have study patterns that do not make use of what has been established about learning?

This is the question that arose in my mind after I read a paper on How Medical Students Learn. 4 This reported on a study of 138 students in an objectives-based mastery curriculum, and 116 in a traditional curriculum. Through use of an Inventory o f Learning Processes, information was obtained on student study patterns, ie cramming for examinations, regular weekly review periods, difficulty with beginning to study, periodic review of course work during term, mainten- ance of a daily schedule of study time, writing an outline of material read, preparation of notes which integrate information from all sources, preparation of an overview of material covered, preparation of a list of probable examination questions or of areas likely to be the subject of examination questions.

The conclusion was that . . . most students in both curricula were found not to use study techniques which are traditionally considered as important and contributing to effective learning in academic settings. They cram before examinations, do not have regular reviews, rarely outline their materials, do not make special effort to get all the necessary details, and seldom prepare notes to integrate their material. They also rarely read beyond what is assigned, and would rather read a summary o f an article than the original. Since study patterns of medical students are very similar to these of other university undergraduate students, the problem is obviously widespread.

Many experienced teachers have felt the existence of this situation for a long time. There is little evidence that it is an isolated North American phenomenon. Now that the facts have been documented this feeling becomes a recognized problem. Amongst the questions that arise, the following should interest educators. Whose responsibility is it to teach students how to learn? How can students become effective life-long learners if they do not master the skills necessary for acquisition of knowledge? What improvements in student performance would result if learning skills are enhanced, if not maximized? 5

Answers to these questions will readily spring to mind. However, I believe that the first question is of primary significance. Teachers of a subject or discipline are naturally the best placed to instruct and encourage their students in the skills required for learning that subject or discipline. University teachers must bear the responsibility for helping to develop the ability of their students to learn, if this ability requires developing, so that students will become effective independent learners. After all is not that the end of all education?

F Vella

1 McNeil, E B (1974) The Psychology of Being Human. Canfield Press, San Francisco, p 69 2Gage, N L and Berlier, D C (1979) EducationalPsychology. (Second Edition) Rand McNaUy College Publish- ing Company, Chicago, p 515

3Edson, L (1975)How ICe Learn. Time-Life Books, New York, p 84 4Vu, N V and Galofre, A (1983)JMedEduc 58, 601-610 s Sehmeck, R R, Ribich, F D and Ramanaiah, N ( 1977) Appl Psychol Meas 1, 413 -431

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