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医学学生在临床医学中的学习技术和课程指导偏好:混合方法分析
Georgia Bartley1, Samantha Waugh1, Zan-Min Song1
1Medical Education, School of Medicine & Dentistry, Griffith University, Gold Coast, 4222 Australia.
Medical science educator
|January 20, 2026
概括
医学学生发现大多数学习技术和在线资源在临床安置期间是有用的. 然而,他们在学习方向和时间管理方面遇到了困难,因此需要改善大学指导.
科学领域:
- 医学教育 医学教育
- 临床心理学 临床心理学
背景情况:
- 从临床前期过渡到临床阶段对医学学生的福祉和学术成功构成挑战.
- 有效的学习策略和课程指导对于导航这一过渡至关重要.
研究的目的:
- 分析医学学生开始临床实习的学习技术和课程指导观念.
- 为了确定影响学生在临床前到临床过渡期间的结果的因素.
主要方法:
- 在澳大利亚昆士兰州格里菲斯大学对89名医学学生进行了一项调查.
- 收集了定量数据 (利克尔特尺度) 和定性数据 (简短的问题).
- 统计分析包括平均有用性得分和t测试用于组比较.
主要成果:
- 大多数研究技术和在线信息资源被评为有用,年龄组之间差异很小.
- 学生们更喜欢在线资源,而不是传统教科书.
- 质量反显示了研究方向的困难,时间限制,以及知识深度的模糊性.
结论:
- 医学学生受益于各种学习技巧和简洁的当地指导方针的结合.
- 大学应该通过提供关于信息深度和学习目标清晰度自我调节的建议来加强指导.
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