在本科和研究生医学教育中自我调节的学习和学习成果:一个元分析
1Uniformed Services University of the Health Sciences, USA.
Evaluation & the health professions
|October 3, 2024
概括
自主调节学习 (SRL) 策略对医学教育成果产生积极影响. 这些策略对情感学习和医疗学员实习阶段的职工阶段产生了更强大的影响.
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:
- 自主调节学习 (SRL) 对于医学学员的学术成功至关重要.
- 现有的研究表明SRL的重要性,但需要进行全面的元分析来量化其在不同结果和培训水平上的影响.
研究的目的:
- 进行一项元分析审查,评估SRL策略对医学教育中多样化的学习成果的影响大小.
- 探索影响SRL学习成果关系的主持人,包括结果类型和培训阶段.
主要方法:
- 通过对五个数据库进行系统搜索,发现了61项相关研究.
- 使用三级元分析来评估SRL策略与情感,认知和行为学习结果之间的关联.
- 用于调节者分析的方法是元回归,检查结果类型,培训水平,SRL子表和研究质量等因素.
主要成果:
- 在SRL策略和整体学习成果之间发现了显著的积极平均效应大小 (r=.212).
- 与测试成绩,行为结果和心理健康相比,SRL策略对情感结果的影响更大.
- 该协会在职员阶段比本科医学教育的职员前阶段更加强大.
结论:
- SRL策略有效地提高了医学教育的学习成果,特别是情感学习成果.
- 在不同培训阶段,SRL策略的有效性各不相同,在临床职员期间观察到的影响更大.
- 进一步的研究可以探索特定的SRL组件及其对各种学习领域的差异性影响.
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