Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective (2024)

Foong, C. C., Bashir Ghouse, N. L., Lye, A. J., Pallath, V., Hong, W. H., & Vadivelu, J. (2022). Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective. Annals of Medicine, 54(1), 195-210. https://doi.org/10.1080/07853890.2021.1967440

Foong, Chan Choong ; Bashir Ghouse, Nur Liyana ; Lye, An Jie et al. / Differences between high- and low-achieving pre-clinical medical students : a qualitative instrumental case study from a theory of action perspective. In: Annals of Medicine. 2022 ; Vol. 54, No. 1. pp. 195-210.

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title = "Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective",

abstract = "Background: Poor academic performance and failure can cause undesired effects for students, schools, and society. Understanding why some students fail while their peers succeed is important to enhance student performance. Therefore, this study explores the differences in the learning process between high- and low-achieving pre-clinical medical students from a theory of action perspective. Methods: This study employed a qualitative instrumental case study design intended to compare two groups of students—high-achieving students (n = 14) and low-achieving students (n = 5), enrolled in pre-clinical medical studies at the Universiti Malaya, Malaysia. Data were collected through reflective journals and semi-structured interviews. Regarding journaling, participants were required to recall their learning experiences of the previous academic year. Two analysts coded the data and then compared the codes of high- and low-achieving students. The third analyst reviewed the codes. Themes were identified iteratively, working towards comparing the learning processes of high- and low-achieving students. Results: Data analysis revealed four themes—motivation and expectation, study methods, self-management, and flexibility of mindset. First, high-achieving students were more motivated and had higher academic expectations than low-achieving students. Second, high-achieving students adopted study planning and deep learning approaches, whereas low-achieving students adopted superficial learning approaches. Third, in contrast to low-achieving students, high-achieving students exhibited better time management and studied consistently. Finally, high-achieving students proactively sought external support and made changes to overcome challenges. In contrast, low-achieving students were less resilient and tended to avoid challenges. Conclusion: Based on the theory of action, high-achieving students utilize positive governing variables, whereas low-achieving students are driven by negative governing variables. Hence, governing variable-based remediation is needed to help low-achieving students interrogate the motives behind their actions and realign positive governing variables, actions, and intended outcomes.Key Messages This study found four themes describing the differences between high- and low-achieving pre-clinical medical students: motivation and expectation, study methods, self-management, and flexibility of mindset. Based on the theory of action approach, high-achieving pre-clinical medical students are fundamentally different from their low-achieving peers in terms of their governing variables, with the positive governing variables likely to have guided them to act in a manner beneficial to and facilitating desirable academic performance. Governing variable-based remediation may help students interrogate the motives of their actions.",

keywords = "academic achievement, high-achieving, low-achieving, Qualitative instrumental case study, theory of action",

author = "Foong, {Chan Choong} and {Bashir Ghouse}, {Nur Liyana} and Lye, {An Jie} and Vinod Pallath and Hong, {Wei Han} and Jamuna Vadivelu",

note = "Funding Information: The research was supported by Geran Penyelidikan Tabung UMSC CA.R.E [PV045-2019 & PV014-2020] and Bantuan Kecil Penyelidikan [BK023-2016], Universiti Malaya. The authors would like to thank Dr. Nurul Atira Khairul Anhar Holder, the student support officer for her contribution. We also wish to thank the students for participating in the study. Publisher Copyright: {\textcopyright} 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",

year = "2022",

month = dec,

day = "31",

doi = "10.1080/07853890.2021.1967440",

language = "English",

volume = "54",

pages = "195--210",

journal = "Annals of Medicine",

issn = "0785-3890",

publisher = "Taylor & Francis",

number = "1",

}

Foong, CC, Bashir Ghouse, NL, Lye, AJ, Pallath, V, Hong, WH & Vadivelu, J 2022, 'Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective', Annals of Medicine, vol. 54, no. 1, pp. 195-210. https://doi.org/10.1080/07853890.2021.1967440

Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective. / Foong, Chan Choong; Bashir Ghouse, Nur Liyana; Lye, An Jie et al.
In: Annals of Medicine, Vol. 54, No. 1, 31.12.2022, p. 195-210.

Research output: Contribution to journal › Article › Research › peer-review

TY - JOUR

T1 - Differences between high- and low-achieving pre-clinical medical students

T2 - a qualitative instrumental case study from a theory of action perspective

AU - Foong, Chan Choong

AU - Bashir Ghouse, Nur Liyana

AU - Lye, An Jie

AU - Pallath, Vinod

AU - Hong, Wei Han

AU - Vadivelu, Jamuna

N1 - Funding Information:The research was supported by Geran Penyelidikan Tabung UMSC CA.R.E [PV045-2019 & PV014-2020] and Bantuan Kecil Penyelidikan [BK023-2016], Universiti Malaya. The authors would like to thank Dr. Nurul Atira Khairul Anhar Holder, the student support officer for her contribution. We also wish to thank the students for participating in the study.Publisher Copyright:© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

PY - 2022/12/31

Y1 - 2022/12/31

N2 - Background: Poor academic performance and failure can cause undesired effects for students, schools, and society. Understanding why some students fail while their peers succeed is important to enhance student performance. Therefore, this study explores the differences in the learning process between high- and low-achieving pre-clinical medical students from a theory of action perspective. Methods: This study employed a qualitative instrumental case study design intended to compare two groups of students—high-achieving students (n = 14) and low-achieving students (n = 5), enrolled in pre-clinical medical studies at the Universiti Malaya, Malaysia. Data were collected through reflective journals and semi-structured interviews. Regarding journaling, participants were required to recall their learning experiences of the previous academic year. Two analysts coded the data and then compared the codes of high- and low-achieving students. The third analyst reviewed the codes. Themes were identified iteratively, working towards comparing the learning processes of high- and low-achieving students. Results: Data analysis revealed four themes—motivation and expectation, study methods, self-management, and flexibility of mindset. First, high-achieving students were more motivated and had higher academic expectations than low-achieving students. Second, high-achieving students adopted study planning and deep learning approaches, whereas low-achieving students adopted superficial learning approaches. Third, in contrast to low-achieving students, high-achieving students exhibited better time management and studied consistently. Finally, high-achieving students proactively sought external support and made changes to overcome challenges. In contrast, low-achieving students were less resilient and tended to avoid challenges. Conclusion: Based on the theory of action, high-achieving students utilize positive governing variables, whereas low-achieving students are driven by negative governing variables. Hence, governing variable-based remediation is needed to help low-achieving students interrogate the motives behind their actions and realign positive governing variables, actions, and intended outcomes.Key Messages This study found four themes describing the differences between high- and low-achieving pre-clinical medical students: motivation and expectation, study methods, self-management, and flexibility of mindset. Based on the theory of action approach, high-achieving pre-clinical medical students are fundamentally different from their low-achieving peers in terms of their governing variables, with the positive governing variables likely to have guided them to act in a manner beneficial to and facilitating desirable academic performance. Governing variable-based remediation may help students interrogate the motives of their actions.

AB - Background: Poor academic performance and failure can cause undesired effects for students, schools, and society. Understanding why some students fail while their peers succeed is important to enhance student performance. Therefore, this study explores the differences in the learning process between high- and low-achieving pre-clinical medical students from a theory of action perspective. Methods: This study employed a qualitative instrumental case study design intended to compare two groups of students—high-achieving students (n = 14) and low-achieving students (n = 5), enrolled in pre-clinical medical studies at the Universiti Malaya, Malaysia. Data were collected through reflective journals and semi-structured interviews. Regarding journaling, participants were required to recall their learning experiences of the previous academic year. Two analysts coded the data and then compared the codes of high- and low-achieving students. The third analyst reviewed the codes. Themes were identified iteratively, working towards comparing the learning processes of high- and low-achieving students. Results: Data analysis revealed four themes—motivation and expectation, study methods, self-management, and flexibility of mindset. First, high-achieving students were more motivated and had higher academic expectations than low-achieving students. Second, high-achieving students adopted study planning and deep learning approaches, whereas low-achieving students adopted superficial learning approaches. Third, in contrast to low-achieving students, high-achieving students exhibited better time management and studied consistently. Finally, high-achieving students proactively sought external support and made changes to overcome challenges. In contrast, low-achieving students were less resilient and tended to avoid challenges. Conclusion: Based on the theory of action, high-achieving students utilize positive governing variables, whereas low-achieving students are driven by negative governing variables. Hence, governing variable-based remediation is needed to help low-achieving students interrogate the motives behind their actions and realign positive governing variables, actions, and intended outcomes.Key Messages This study found four themes describing the differences between high- and low-achieving pre-clinical medical students: motivation and expectation, study methods, self-management, and flexibility of mindset. Based on the theory of action approach, high-achieving pre-clinical medical students are fundamentally different from their low-achieving peers in terms of their governing variables, with the positive governing variables likely to have guided them to act in a manner beneficial to and facilitating desirable academic performance. Governing variable-based remediation may help students interrogate the motives of their actions.

KW - academic achievement

KW - high-achieving

KW - low-achieving

KW - Qualitative instrumental case study

KW - theory of action

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U2 - 10.1080/07853890.2021.1967440

DO - 10.1080/07853890.2021.1967440

M3 - Article

C2 - 35019800

AN - SCOPUS:85122873644

SN - 0785-3890

VL - 54

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EP - 210

JO - Annals of Medicine

JF - Annals of Medicine

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Foong CC, Bashir Ghouse NL, Lye AJ, Pallath V, Hong WH, Vadivelu J. Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective. Annals of Medicine. 2022 Dec 31;54(1):195-210. doi: 10.1080/07853890.2021.1967440