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There is a growing body of evidence that occasional
medical students have subtle reading, perceptual, and
learning problems unmasked when they are required to
perform at medical school level. Ask about problems
with reading in grammar school, letter reversals, and
using a mirror to read. Isolated low scores on
sections of standardized tests are another indicator.
Despite overlays of anxiety and confusion, these
problems are presumably organic, and Marshall
University even has a program to treat these students.
If you have any doubt, get psychological testing for
your students.
It is also conceivable that some students cannot do
the work because of inherent lack of ability.
Hopefully this is a diagnosis of exclusion. The
medical literature has begun talking once again about
students who have "insufficient intellectual ability."
Some medical students may have been accepted for political reasons or even by fraud, though we have no
data to support this. There is little that we would be able to do for such students
Today's educational theorists emphasize the
distinction between meaningful learning and rote
leaning. "Rote learning" is the forced memorization
about which weaker students complain so bitterly.
"Meaningful learning" is whatever incorporates new
knowledge into the learner's previous cognitive
organization. The degree to which a learning
experience is meaningful depends upon the learner's
private framework of related concepts ("encoding"). We understand new ideas only when we relate them to what
we already know. The key to helping the typical
high-risk medical student is changing him or her from
a rote learner to a reasoner and understander.What do you do for the high-risk student who is a
memorizer rather than an understander? In my opinion,
all these students deserve expert coaching in learning
skills, and most should delay the study of medical
school basic science until their learning skills are
adequate. If possible, allow them to "withdraw while
passing." It is a tragedy for these talented students
to endure the stigma of academic failure. It is
equally tragic to allow them to enter their clinical
years poorly equipped to understand disease. By
helping these students change from "memorizers" to
"understanders", you have equipped them for lifelong
meaningful learning.
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