Using Logbooks to Enhance Students’ Learning: Lessons From a Mixed-methods Study in an Undergraduate Surgical Rotation

Abstract

Background: Logbooks are frequently used in medical education to enhance and
monitor students’ learning. However, some barriers that may diminish their benefits
have been reported. This study aims to evaluate the usefulness of logbooks to
students’ learning and identify the factors, which may contribute to their outcomes
in learning milieus.
Methods: The study used a mixed-methods approach. Quantitative and qualitative
data were collected from the medical students in the fourth- and sixth-year classes
and their teachers in the department of surgery at the Faculty of Medicine at University
of Tabuk in the academic year 2016–2017. Data were collected using questionnaires,
focused group discussions, and personal interviews.
Results: Eighty-nine (49 fourth year and 40 sixth year) students and six teachers
participated in the study. Logbooks were perceived as useful to students’ learning
by 83.3% of the teachers and 75.3% of the students. Logbooks enhanced students’
learning through identification of areas of weaknesses, encouraged seeing more
patients’ problems and reading in-depth about some topics, and improved students’
writing skills. Barriers to learning from logbooks included poor-quality feedback, no
opportunities for feedback discussion, and unfair marking. Differences in the students’
perceptions of the usefulness of logbooks were observed based on their learning
stage.
Conclusion: Logbooks are useful to students’ learning in many aspects; however,
certain factors could diminish their benefits. Students’ attitude toward the logbook was
more favorable during their early clinical experience. Faculty development programs
and careful supervision of students’ work may improve the outcome of logbooks in
clinical placements.