澳大利亚医学学生对学习的态度和学习习惯
Taylen Furness1, Carey Wilson1, Anna Ryan1
1Department of Medical Education, University of Melbourne, Melbourne, Victoria, Australia.
Medical teacher
|October 31, 2024
概括
医学学生知道有效的学习方法,但经常使用效率较低的方法,导致知识和实践之间的差距. 教师应该支持学生采用基于证据的学习策略.
科学领域:
- 医学教育 医学教育
- 认知心理学 认知心理学
- 学习科学 学习科学
背景情况:
- 医学课程优先考虑生物医学知识和临床技能.
- 关于最佳学习策略或"学习如何学习"的指导经常被遗漏.
- 这项研究调查了澳大利亚研究生入学医学生的学习习惯和态度.
研究的目的:
- 探索医学学生对学习的态度和学习习惯.
- 为了确定有效的研究技术的知识和实际的研究行为之间的差异.
主要方法:
- 一项观察性研究,涉及从一年级到四年级的医学研究生.
- 通过关于研究行为和策略的问卷收集数据.
- 利用定制的智能手机应用程序,让参与者完成定期的"学习日记".
主要成果:
- 学生在实践测试等基于证据的学习技术中表现出高素养.
- 观察到倾向于偏爱不那么有效,更方便的研究方法.
- 学生报告说,在约61%的私人学习课程中,他们参与了分散注意力的非任务活动.
结论:
- 医学学生对有效的学习技术的知识和实践之间存在很大的分离.
- 自我报告的分心表明潜在的低估了任务之外的行为.
- 鼓励教育工作者制定战略,以更好地支持学生实施有效的学习方法.
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