描述医学学生的学习策略:以人为中心的方法
Nils Otto1, Anja Böckers2, Thomas Shiozawa3
1Institute of Anatomy and Molecular Neurobiology, University of Münster, Münster, Germany.
Medical education
|March 28, 2024
概括
医学学生使用不同的学习策略 (LS) 配置文件,通过隐性配置文件分析 (LPA) 识别. 这些个人资料,包括积极,协作,结构化和被动学习者,显示了各种各样的LS使用和对学习成果的影响,为定制的教育方法提供了信息.
科学领域:
- 医学教育研究 医学教育研究
- 教育心理学教育心理学
背景情况:
- 医学学生可以使用独特的学习策略 (LS) 的子集.
- 很少有研究探讨了医学生中特定子组的LS使用情况.
- 隐形形状分析 (LPA) 可以识别具有不相似的LS模式的子组.
研究的目的:
- 在临床前解剖训练期间,应用LPA来探索医学学生的子组.
- 检查已识别的LS模式如何与学习成果联系.
主要方法:
- 通过使用LIST-K问卷对6所德国大学689名医学本科生进行了LS分析.
- 使用了13个LS方面 (认知,元认知,资源管理) 作为LPA指标.
- 与学习资源和绩效等外部标准相关联的LS配置文件.
主要成果:
- 确定了四种不同的学习特征:积极 (45%),协作 (17%),结构化 (29%) 和被动 (9%) 的学习者.
- 每个个人资料都表现出独特的组合和LS用于解剖学研究的整体水平.
- LS方面显示异质的,子组特异的相关性与结果,与人口层面的影响分歧.
结论:
- LPA的发现挑战了线性LS模型,并突出了学习者的异质性.
- 特定子组的LS模式提供了对学习行为的更细致的理解.
- 结果为教育工作者提供了切实可行的见解,以根据学生个体需求量身定制学习体验.
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