文章基本信息

标题：Medical Students’ Perceptions of Their Learning Environment, Well-Being and Academic Self-Concept
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作者：Topi Litmanen 1 , Sofie M. M. Loyens 2 , Kirsi Sjöblom 1 , Kirsti Lonka
期刊名称：Creative Education
印刷版ISSN：2151-4755
电子版ISSN：2151-4771
出版年度：1856
卷号：05
期号：21
页码：1856-1868
DOI：10.4236/ce.2014.521207
语种：English
出版社：Scientific Research Publishing
摘要：This study investigated medical students’ perceptions of their learning environment and how these related to well-being in terms of experienced exhaustion and losing interest in personal studies. The goal was to also examine whether students’ perceptions and experiences of well-being related to their academic self-concept. Experiences were compared between lecture-based learning (LBL) and problem-based learning (PBL) environments. The MED NORD questionnaire was used to measure students’ experiences of their learning environment, experienced well-being (i.e. exhaustion and lack of interest) and academic self-concept. A total of 610 students participated. Structural equation modelling was used to investigate relationships between the variables under study. A cross-sectional design was used to compare experiences between different medical schools. Worry about future workload was found to positively relate to exhaustion, whereas worry and study satisfaction both negatively related to lack of interest. Experienced high workload related to both exhaustion and lack of interest. In turn, lack of interest was negatively related to academic self-concept, whereas exhaustion was positively related to it. PBL students reported higher levels of worry concerning future workloads, but they also experienced receiving more feedback. In addition, novice PBL students experienced higher levels of exhaustion and better academic self-concept than LBL students. No such differences were found between students in the clinical phase. Lack of interest concerning personal studies appeared to be more unfavourable than experiences of exhaustion, because the former was related to low academic self-concept. The PBL environment appeared challenging, but only during the first years of study.
关键词：Problem Based Learning; Undergraduate Medical Education; Structural Equation Modelling; Student Perception; Well-Being