Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Rashid-Doubell, Fiza; Cuculescu-Santana, Mirela (2012)
Publisher: Northumbria University
Languages: English
Types: Article
Subjects: B900, X300, X200

Classified by OpenAIRE into

mesheuropmc: education
Many elements have been identified as contributors of academic success amongst medical students but to group these components in order to develop guidelines for intervention strategies is atypical. One such tool which could allow this possibility is the Effective Lifelong Learning Inventory (ELLI) developed by the University of Bristol. ELLI is an online self-assessment instrument which identifies and measures the dimensions of learner development. It comprises of 90 key questions used to measure the seven dimensions of learning power: changing and learning; meaning making; critical curiosity; creativity; learning relationships; strategic awareness and resilience.\ud \ud This study used ELLI to explore learning dimensions as potential drivers for academic success. A small cohort of thirty-three first year postgraduate medical students consented and completed the first ELLI before starting formal classes. Only eighteen of these completed it a second time, 45 days later. The data from the ELLI questionnaires were analysed both for the whole cohort and separately for each academic performance group (defined using grade point averages).\ud \ud The results showed that the students obtained the highest scores for the meaning making or changing and learning dimensions, and the lowest scores for creativity or resilience. After a period of postgraduate study, only the successful students displayed significant improvements in the mean ELLI scores, with increases for all ELLI dimensions apart from resilience. Those who were less successful made declines in more than one dimension.\ud \ud It was concluded that ELLI is an effective instrument for identifying key learning dispositions and it is proposed that an intervention could be developed in the future to improve academic achievement.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Candy, P. C. (1991) Self-direction for life-long learning: A comprehensive guide to theory and practice. Jossey-Bass, San Francisco, USA.
    • Clark, E. (1997) Designing and implementing an integrated curriculum.
    • Deakin Crick, R., Broadfoot, P. and Claxton, G. (2004) Developing an Effective Lifelong Learning Inventory: The ELLI project. Assessment in Educ.
    • 11 (3) pp. 248-272.
    • Deakin Crick, R. and Yu, G. (2008) Assessing learning dispositions: is the Effective Lifelong Learning Inventory valid and reliable as a measurement tool? Educational Res. 50 (4) pp. 387-402.
    • Dearnley, C. and Matthew, B. (2007) Factors contributing to undergraduate student success. Teaching in Higher Educ. 12 (3) pp. 377-391.
    • Grimsell, D. (2001) Profile of learning styles. Windsor: ASE.
    • Harding, J., Thompson, J., Williamson, K. (2009) Northumbria University Dispositions to Stay Project: Annual Report 2008-2009 at http://www.northumbria.ac.uk/sd/central/ar/dispositionsproject/?view=Standar d (accessed December 2011).
    • Harding, J., Thompson, J. and Williamson, K. (2010) Interim Report on the Dispositions to Stay Project at http://www.actiononaccess.org/?p=11_3_2_2 (accessed December 2011).
    • Jacobs, B. L., Selby S. and Madsen M. K. (1996) Supporting academic success: a model for supported education in a university environment. Occ.
    • Therapy in Health Care 10 (2) pp. 3-13.
    • McManus, I. C., Richards, P., Winder, B. C. and Sproston, K. A. (1998) Clinical experience, performance in final examinations and learning style in medical students: Prospective study. BMJ, 316 (7128) pp. 5345-350.
    • Mills, C., Heyworth, J., Rosenwax, L., Carr, S. and Rosenberg, M. (2009) Factors associated with the academic success of first year Health Science students. Adv. Health Sci. Educ. 14 pp. 205-217.
    • Raidal, S. L, and Volet, S. E. (2009) Preclinical students‟ predispositions towards social forms of instruction and self-directed learning: A challenge for the development of autonomous and collaborative learners. Higher Education. 57 pp. 577-596.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article