Abstract

TORALES, Julio et al. Which Study Methods Work Best? An Evaluation of Strategies and Academic Performance among Medical Students. Rev. ciente. UCSA [online]. 2025, vol.12, n.3, pp.57-72. ISSN 2409-8752.  https://doi.org/10.18004/ucsa/2409-8752/2025.012.03.057.

This study analyzed study methods, study habits, and the perceived effectiveness of learning strategies among second- and third-year medical students at the National University of Asunción, Paraguay. A cross-sectional design was employed using an adapted version of the Learning and Study Strategies Inventory (LASSI), administered to 192 participants through online and paper-based questionnaires. Results indicated a predominance of passive study methods such as highlighting and summarizing (40.6%) and rereading (29.2%), while active strategies like self-testing (6.3%) and mind mapping (8.3%) were less common. Despite this, 86% of students rated their study methods as effective or highly effective. The mean academic grade was 3.48 (SD = 0.52), and the mean study habit score was 36.24 (SD = 6.93). A positive correlation was found between study habits and weekly study hours (r = 0.345, p < .001), although no association emerged between study hours and academic performance. Age correlated negatively with academic average (r = −0.284, p < .001). No significant differences were found by sex or employment status, although third-year students obtained significantly higher grades (p = .031). The findings highlight the predominance of passive study techniques, the dissonance between perceived and actual effectiveness, and the limited use of metacognitive strategies. These results underscore the need to foster active learning methods and metacognitive awareness to improve the quality of medical education and academic performance.

Keywords : study habits; medical education; academic performance; learning strategies; metacognition.

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