医学学生对自主学习 (SDL) 的反思和准备:一项观察性横截面研究
Avula Naveen1, A K Hairunnisa2, Ashok K Dubey3
1Pharmacology and Therapeutics, All India Institute Medical Sciences, Bilaspur, IND.
Cureus
|May 19, 2025
概括
自主学习 (SDL) 增强医学学生的高阶思维和自我效能. 第三年级学生报告说,他们比第一年级学生更为准备SDL,尽管有时间限制等常见挑战.
科学领域:
- 医学教育 医学教育
- 认知科学 认知科学
背景情况:
- 自主学习 (SDL) 是一种积极的学习策略,可以培养高阶认知技能和学生的自我效能.
- SDL对于医学学生来说至关重要,以保持终身学习和更新临床知识.
- 它支持跨认知,精神运动和情感学习领域的发展.
研究的目的:
- 评估医学学生在医学教育中的自主学习 (SDL) 的准备和反思.
- 为了比较第一年级和第三年级医学学生之间的SDL准备.
- 确定与在医学课程中实施SDL相关的挑战.
主要方法:
- 一项基于调查问卷的横截面观察性研究,涉及208名一年级和三年级医学学生.
- 使用预先验证的问卷,使用利克尔特级别和开放式问题来收集关于SDL准备和反思的数据.
- 数据分析涉及使用Microsoft Excel进行描述性统计,包括平均值和百分比.
主要成果:
- 大约86.5%的三年级学生和76.9%的一年级学生对SDL表示积极的准备.
- 绝大多数 (95.2%) 认为时间限制和需要广泛的规划和研究技能是主要的挑战.
- 与一年级学生相比,三年级学生在动机,规划,实施和人际沟通方面的准备性更高.
结论:
- 三年级医学学生在关键领域表现出更强的整体准备,以自我指导学习.
- 时间限制和需要加强规划和研究技能是SDL实施的重大障碍.
- 研究结果强调了应对这些挑战的重要性,以有效地将SDL纳入医学教育.
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