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      Social studying and learning among medical students: a scoping review

      review-article

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          Abstract

          Introduction

          Medical students study in social groups, which influence their learning, but few studies have investigated the characteristics of study groups and the impacts they have on students’ learning. A scoping review was conducted on the topic of informal social studying and learning within medical education with the aim of appraising what is known regarding medical student attitudes to group study, the impact of group study on participants, and the methods that have been employed to study this.

          Methods

          Using Arksey and O’Malley’s scoping review principles, MEDLINE, EMBASE and CINAHL were searched, along with hand-searching and a targeted search of the grey literature; 18 peer reviewed and 17 grey literature records were included.

          Results

          Thematic conceptual analysis identified a number of themes, including: the nature of group study; the utility and value of group studying including social learning facilitating student engagement, social learning as a source of motivation and accountability, and social learning as a source of wellbeing; and student preferences related to group studying, including its homophilic nature, transgressiveness, and effectiveness. Despite these emerging factors, the evidence base for this phenomenon is small.

          Discussion

          The findings in this scoping review demonstrate a clear role for social interaction outside of the classroom, and encourage us to consider the factors in student networking, and the implications of this on medical students’ academics. We also highlight areas in need of future research to allow us to better situate informal social learning within medical education and to enable educators to support this phenomenon.

          Electronic supplementary material

          The online version of this article (doi: 10.1007/s40037-017-0358-9) contains supplementary material, which is available to authorized users.

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          Most cited references 28

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          A move to more systematic and transparent approaches in qualitative evidence synthesis: update on a review of published papers

           K Hannes,  K. Macaitis (2012)
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            Group processes in medical education: learning from social identity theory.

             Bryan Burford (2012)
            The clinical workplace in which doctors learn involves many social groups, including representatives of different professions, clinical specialties and workplace teams. This paper suggests that medical education research does not currently take full account of the effects of group membership, and describes a theoretical approach from social psychology, the social identity approach, which allows those effects to be explored.
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              What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

              Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely.
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                Author and article information

                Contributors
                daniela.keren@ucalgary.ca
                Journal
                Perspect Med Educ
                Perspect Med Educ
                Perspectives on Medical Education
                Bohn Stafleu van Loghum (Houten )
                2212-2761
                2212-277X
                17 May 2017
                17 May 2017
                October 2017
                : 6
                : 5
                : 311-318
                Affiliations
                ISNI 0000 0004 1936 7697, GRID grid.22072.35, Cumming School of Medicine, , University of Calgary, ; Calgary, Alberta Canada
                Article
                358
                10.1007/s40037-017-0358-9
                5630528
                28516340
                © The Author(s) 2017

                Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

                Categories
                Review Article
                Custom metadata
                © The Author(s) 2017

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