Introduction: The aim of this study was to evaluate the differences in cognitive learning strategies of students of the faculty of dentistry in Casablanca between the beginning and the end of the university curriculum. Methods: A descriptive cross-sectional study was conducted using a questionnaire distributed to 318 students in their 1st and the 5th year class in the 2021/2022 academic year. Results: 17% of 5th year students listened without taking notes compared to 42.4% of 1st year students. 81.4% of 1st year students and 82.3% of 5th year students understood the lecture before memorizing. 37.6% of 5th year students vs. 31.1% of 1st year students used effective mnemonics for elaboration. 24.1% of 5th year students and 26% of 1st year students used the “paraphrasing” strategy. The ability to invent questions that could be asked on the exam was used by 64.5% of 5th year students and 58% of 1st year students. 22.6% of 1st year students and 16.3% of 5th year students made summaries or diagrams. Conclusion: Cognitive learning strategies were predominantly similar between 1st year and 5th year students. A teaching program aimed at raising awareness and developing cognitive strategies is strongly recommended.
Cite this paper
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