灵活或具体:加拿大医学学生的目标设定行为
Cassandra Sillner1,2, Mary Cairns2,3, Cheryl Goldstein2,4
1Department of Emergency Medicine, University of Alberta, Edmonton, Canada.
医学学生往往缺乏意识到他们的目标设定过程和偏好. 了解灵活而具体的目标设定脚本可以帮助教育工作者在高压学术环境中支持学生.
科学领域:
- 医学教育 医学教育
- 认知心理学 认知心理学
- 自主调节的学习学习
背景情况:
- 积极的目标设定和元认知对于医学学生的自我调节学习至关重要.
- 了解这些过程对于支持学生在苛刻的学术环境中的福祉至关重要.
研究的目的:
- 探索医学学生的目标设定行为和能力的发展.
- 描述学生关于目标设定的元认知意识.
- 调查目标设定行为对学生幸福感的感知影响.
主要方法:
- 半结构面试的定性反射主题分析.
- 涉及19名医学学生在所有学年.
- 在6所加拿大医学院进行.
主要成果:
- 学生对自己的目标设定过程,偏好和后果的认识有限.
- 目标设定趋势被分类为灵活或具体的"脚本".
- 外部因素有时导致目标设定方法与学生喜欢的风格不一致.
结论:
- 该研究提供了对医学学生目标设定行为的见解,引入了目标设定脚本的概念.
- 教师和学习者可以利用灵活而具体的脚本框架来分析目标设定策略.
- 解决外部驱动因素对目标设定的影响对于支持医学学习者至关重要,因为他们的意识和目标有限.
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