文章基本信息

标题：Relationship between Learning Strategies and Academic Achievement in Medical College and Graduate Medical School Students
其他标题：의과대학 및 의학전문대학원 학생의 학습전략과 학업성취도 관계
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作者：Hong‐Im Shin ; Woo Tack Jeon ; Eunbae B. Yang 等
期刊名称：Korean Journal of Medical Education
印刷版ISSN：2005-727X
电子版ISSN：2005-7288
出版年度：2010
卷号：22
期号：3
DOI：10.3946/kjme.2010.22.3.197
语种：English
出版社：Korean Society of Medical Education
摘要：Purpose:Cognitive researchers assume that learning strategies are related to three types of learning processes:'surface learning,' 'strategy learning,' and 'deep learning.' A 'deep learning' approach is widely accepted to be associated with long-term success in medical school,contributing to the development of doctors who take desirable approaches to self-directed learning and studying in medical practice. Therefore,this study measured how medical students learn and determined whether the use of learning strategies differs between high and low academic performers. In addition,we compared medical college students with graduate medical school students with regard to the use of learning strategies. Methods:To explore the learning strategies of students and their relation to academic achievement,we performed LIST (Learning Strategies in Higher Education Inventory) in a sample of 111 Year 1 medical students. Results:Medical students with high academic performance scored higher in most learning strategies than low performers. Additionally,learning strategies were used more frequently by graduate medical school students than medical students,specifically with regard to organization,elaboration,critical thinking,and time management. Conclusion:We conclude that learning strategy instruments provide information that enables medical students to optimize their study. To foster deep learning and intrinsic motivation in students,it might also be necessary to adopt more changes in teaching and assessment in medical schools.
其他摘要：교수학습 과정에서 학생들의 학업성취도를 최대화하기 위 해서는 학생들이 어떤 학습전략을 사용하고 있는지를 파악하 고,효과적인 교수학습 전략을 수립해야 한다[1]. 그럼에도 불 구하고 우리나라 의과대학은 문제중심,장기중심의 통합 교육 과정 개발에는 많은 관심과 투자를 한 반면,학생들이 어떻게 학습을 하고 있는지에 대해서는 관심이 덜하였다[2]. 대부분 강의식 교육으로 설계된 많은 분량의 의과대학의 임상 전 교 육과정과 사실적 지식 위주의 학습평가 방식은 학
关键词：Learning strategies;Deep learning;Surface learning;Strategic learning;Academic performance