Abuobieda Bala Abusharib, Ihab Hamed Nourein, Noon Babiker Mohammed Ahmed, Maysa Badawi Elmubasher, Manhal O Elbaraka, Islam Hamed Nourein


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


taking note, strategies of note taking, Cornell's method.

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