Fig 1.
The flow chart summarizes the numbers of study participants at entry, the various time points of data collection, and the drop-outs.
Fig 2.
The predominant subscales define four distinct patterns of learning strategy combinations among first year medical students.
Box-plots show LIST scores of the most characteristic learning activities defining the four types of learners at T1. Statistical significance resulting from ANOVA (Scheffé-test with α = 0.05) are indicated by asterisks. *p<0.05; **p<0.01; ***p<0.001.
Table 1.
Learning strategies among medical students segregate into four distinct patterns.
Table 2.
Demographics of learning patterns.
Fig 3.
Learning patterns were flexible but defined preferences.
Bar graphs show changes of learning patterns in the course of the first 18 months at medical school. The graphic designs define the learning patterns at T1 and indicate changes towards different patterns at T2. Only those students were included for whom T2 data were fully available.
Fig 4.
Academic success segregated with the diligent and hard-working learners.
Dot-plots show the scores obtained for the relaxed/sociable and the hard-working/diligent learners in the biology examination at T1 and the physiology examination at T2. Statistical significance was calculated via Mann-Whitney (biology) and unpaired t-test (physiology examination) and is indicated by p-values.