From isolation to collaboration: how study methods shape learning outcome

Background Choosing the right way to study is vital for medical students' success. While group learning is encouraged worldwide, its effectiveness in Iraq depends on overcoming traditional teaching methods and practical obstacles. Objective This study aimed to evaluate the comparative impact of collaborative versus isolated learning strategies on the academic performance, information retention, and engagement of medical students in Iraq. Methods A descriptive, cross-sectional study was conducted using a structured questionnaire. Data were collected from a sample of 770 medical students across various colleges in central and southern Iraq to assess learning preferences, perceived academic outcomes, and associated challenges. Results Analysis revealed that 55% of participants preferred individual learning, citing benefits of self-pacing and fewer distractions. In contrast, 29% favored collaborative learning for its enhancement of understanding and critical thinking. A key finding was a discrepancy between collaborative learning's cognitive benefits and academic performance; 56% of students reported mild grade declines with this method, and only 12% showed improvement. Gender differences were also observed, with female students demonstrating higher engagement in group study yet facing greater logistical barriers. Conclusion The study concludes that a hybrid model, which strategically integrates both collaborative and individual learning, is recommended for optimal outcomes. This should be supported by institutional measures such as facilitated group sessions and training in group dynamics to align pedagogical methods with both academic achievement and long-term skill development.