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Relationships among perceived learning, challenge and affect in a clinical context.
J R Rudland1, C Jaye2, M Tweed3
1Otago Medical School, University of Otago, Wellington, Education Unit, 23A Mein St, Newtown, Wellington, 6242, New Zealand. joy.rudland@otago.ac.nz.
BMC Medical Education
|March 20, 2021
Summary
Challenge and positive affect enhance perceived learning in medical students. Optimal learning occurs in authentic clinical settings with social interaction, combining challenge with positive emotions.
Area of Science:
- Medical Education
- Cognitive Psychology
Background:
- The impact of challenge (stress) on learning is variable and context-dependent.
- Understanding when challenge benefits learning is crucial for educational strategies.
Purpose of the Study:
- To investigate the association between challenge and perceived learning in medical students.
- To explore the influence of affect and learning context on this relationship.
Main Methods:
- Medical students rated learning episodes on perceived learning, challenge, and affect.
- Kendall's tau-b correlations analyzed associations between these factors.
- Learning episodes were thematically classified to identify beneficial conditions.
Main Results:
- Perceived learning positively correlated with both challenge and affect.
- Challenge promoted learning in authentic environments, authentic tasks, and simulated clinical activities.
- Social interaction was a common feature in these beneficial learning episodes.
Conclusions:
- Challenge and positive affect are distinct but crucial for perceived learning.
- Maximizing perceived learning requires integrating challenge and positive affect within authentic, socially interactive clinical activities.
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