文章基本信息

标题：Medical students’ approaches to learning over a full degree programme
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作者：William A. Reid ; Phillip Evans ; Edward Duvall 等
期刊名称：Medical Education Online
电子版ISSN：1087-2981
出版年度：2012
卷号：17
期号：1
页码：1-7
DOI：10.3402/meo.v17i0.17205
摘要：Students take three approaches to learning and studying: deep, surface and strategic, influenced by the learning environment. Following the General Medical Council's report "Tomorrow's Doctors," a deep approach was cultivated in Years 1 and 2 of a university undergraduate medical programme by introducing explicit written learning objectives constructed according to Biggs' SOLO taxonomy, problem-based learning and constructively aligned in-course assignments and examinations. The effect of these changes was measured with the Approaches to Study Skills Inventory for Students (ASSIST). Scores were highest for a deep approach and lowest for a surface approach and showed relatively little change during the degree programme, apart from a slight fall in the scores for a surface approach, particularly for students undertaking an intercalated science degree. Possible explanations include: students' approaches may be established prior to university entry; deep scores were already high at the beginning of the programme and may be difficult to increase further; the changes in learning environment may not be strong enough to alter approaches which students perceive as having been successful.
关键词：Approaches to learning ; medical education ; medical students ; study skills