A typical feature of undergraduate medical education, especially in the early years, is the need to learn large amounts of new information and to pass examinations that assess how well this information has been understood. Students try to adapt to these new academic demands by utilising previously ‘tried and trusted’ approaches to their learning. However, this transition into higher education can be problematic for some medical students and they may run into serious difficulties with their academic performance, being required to retake examinations or even withdraw from their chosen career.(1)
