KNOWLEDGE, ATTITUDE AND PRACTICE OF LECTURE NOTE-TAKING STRATEGIES AMONG SUDANESE MEDICAL LABORATORY STUDENTS

This is a descriptive cross-sectional KAP study, conducted on Sudanese medical laboratory students, aimed at evaluating their knowledge, attitude, and practice of lecture note-taking strategies. A questionnaire was designed, including demographic along with other data regarding lecture note-taking strategies. In this study, all medical laboratory students form different university students invited to participate voluntarily, data was collected and analyzed. Result: Out of 682(100%) respondents, 608(89%) were note-takers and the remaining 74(11%) were non note-takers, on the other hand, 376(55%) of respondents preferred receiving handouts instead of taking note. Regarding the strategies used by students, from (n=608) note-takers, 410(67%) use their own expression, 198(33%) write same words of instructor, 395(65%), 585(96%), 362(53%), 383(63%) and 293(48%) were using abbreviations, writing subtitle, leaving margin, using arrows and writing lecturer's name & date respectively. In this study, the respondents were classified into three groups depending on information retention (LIR, MIR and HIR) groups, accordingly the LIR were 95(14%), MIR were 474(69%) and HIR were 113 (17%). A higher information retention was observed in those who use own words, write subtitles, and using abbreviation as strategies of writing lecture note, p value <0.05. In conclusion: the results concluded that, A high information retention was observed in those who revise lecture notes in the 1st 24hrs and (using their own words , using arrows, abbreviations, writing subtitles and date, leaving margins) while taking lecture notes. There are no differences between the awareness of Cornell's method and any other individualized method