KNOWLEDGE, ATTITUDE AND PRACTICE OF LECTURE NOTE-TAKING STRATEGIES AMONG SUDANESE MEDICAL LABORATORY STUDENTS

Authors

  • Abuobieda Bala Abusharib Department of Pathology, College of Medicine, Najran University, KSA
  • Ihab Hamed Nourein Department of Histopathology, Collage of Applied Medical Science, Najran University, KSA.
  • Noon Babiker Mohammed Ahmed Dean College of Medical Laboratory Sciences, University of Science and Technology, Sudan.
  • Maysa Badawi Elmubasher Department of Histopathology, Collage of Medical Laboratory Sciences, University of Science and Technology, Sudan.
  • Manhal O Elbaraka Department of Histopathology, Collage of Medical Laboratory Sciences, University of Science and Technology, Sudan.
  • Islam Hamed Nourein Department of Histopathology, Collage of Medical Laboratory Sciences, Ahlia University, Sudan.

Abstract

This is a descriptive cross-sectional KAP study, conducted on Sudanese medical laboratory students, aimed at evaluating their knowledge, attitude, and practice of lecture note-taking strategies. A questionnaire was designed, including demographic along with other data regarding lecture note-taking strategies. In this study, all medical laboratory students form different university students invited to participate voluntarily, data was collected and analyzed. Result: Out of 682(100%) respondents, 608(89%) were note-takers and the remaining 74(11%) were non note-takers, on the other hand, 376(55%) of respondents preferred receiving handouts instead of taking note. Regarding the strategies used by students, from (n=608) note-takers, 410(67%) use their own expression, 198(33%) write same words of instructor, 395(65%), 585(96%), 362(53%), 383(63%) and 293(48%) were using abbreviations, writing  subtitle, leaving margin, using arrows and writing lecturer's name & date respectively. In this study, the respondents were classified into three groups depending on information retention (LIR, MIR and HIR) groups, accordingly the LIR were 95(14%), MIR were 474(69%) and HIR were 113 (17%). A higher information retention was observed in those who use own words, write subtitles, and using abbreviation as strategies of writing lecture note, p value <0.05. In conclusion: the results concluded  that, A high information retention was observed in those who revise lecture notes in the 1st 24hrs and (using their own words , using arrows, abbreviations, writing subtitles and date, leaving margins) while taking lecture notes. There are no differences between the awareness of Cornell's method and any other individualized method

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Additional Files

Published

15-12-2017

How to Cite

Abuobieda Bala Abusharib, Ihab Hamed Nourein, Noon Babiker Mohammed Ahmed, Maysa Badawi Elmubasher, Manhal O Elbaraka, & Islam Hamed Nourein. (2017). KNOWLEDGE, ATTITUDE AND PRACTICE OF LECTURE NOTE-TAKING STRATEGIES AMONG SUDANESE MEDICAL LABORATORY STUDENTS. International Education and Research Journal (IERJ), 3(12). Retrieved from http://ierj.in/journal/index.php/ierj/article/view/1432