关于学生动机和学业成功的解剖学学习概况:一个多中心的横截面研究
Birte Barbian1, Thomas Shiozawa2, Morris Gellisch3,4
1Institute of Anatomy and Molecular Neurobiology, University of Münster, Münster, Germany.
Anatomical sciences education
|June 27, 2025
概括
这项研究在医学学生中确定了四个解剖学学习概况 (ALP),揭示了积极和协作式的学习策略导致更好的学业表现和动机. 了解这些概况可以为解剖学教育策略提供信息.
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:
- 关于学生学习策略的传统研究往往孤立地检查它们,产生不确定的结果.
- 一种以人为中心的方法正在出现,专注于学生子组如何结合多种学习策略.
- 了解不同的学习策略组合对于有效的教育干预至关重要.
研究的目的:
- 在医学和牙科学生中识别不同的解剖学学习档案 (ALPs).
- 分析这些ALP与个人/机构因素之间的关系.
- 确定ALP对学业成绩和动机的影响.
主要方法:
- 隐藏的个人资料分析被用来对567名医学和牙科学生进行分类,这些学生根据LIST-K问卷中的13种自我报告的学习策略 (认知,元认知,资源管理) 来进行分类.
- 该研究分析了个人因素 (年龄,性别,培训年) 和机构因素 (课程类型).
- 对每个已识别的个人资料进行了学术成绩和动机水平的评估.
主要成果:
- 确定了四种不同的ALP:积极的 (26%),协作性的 (20%),结构化的 (39%) 和被动的 (15%).
- 学生人口统计和课程结构对ALP的影响很大;例如,年龄较大的学生倾向于积极的个人资料,而模块化课程则促进了协作型个人资料.
- 积极和协作ALP的学生在结构化和被动ALP的学生相比,在学业表现上表现优异,积极的ALP表现出最高的动机.
结论:
- 已识别的ALP为医学学生如何结合解剖学的学习策略提供了细微的理解.
- 协作学习策略可能会提高学术成功,即使个人动机较低,这表明同行互动的好处.
- 这些发现为开发针对性,整体的解剖学教育干预措施提供了基础,这些干预措施可以满足各种学生学习概况.
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