Social Studying and Learning Among Medical Students

Abstract

Many medical students engage in social studying and learning (SSL) during their selfdirected study time. A constructivist grounded theory study was conducted to explore the nature of SSL for medical students at the University of Calgary. 23 interviews were iteratively conducted and analyzed through paired and parallel coding. SSL groups formed during an early trial and error period. SSL groups differed in size, function, frequency of meeting, and degree of socialization. Benefits of SSL included increased efficiency, peer benchmarking and social support. Drawbacks included increased stress and distraction. SSL was enabled or challenged by geographical factors, personal circumstances, and time. All students had been advised to engage in SSL. However, social and academic advantage influenced students’ abilities to engage in SSL, which ultimately affected their social experiences. This study suggests implications of SSL on medical student welfare. A better understanding of SSL can better enable medical educators to support students.