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Teaching and learning of basic science in medical school: The students' perspective.

机译：医学院的基础科学教学：学生的视角。

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摘要

Medical students are not "turned on to science," and faculty feel students are not learning enough science. No qualitative research studies have been done looking specifically at medical student learning of basic science, or at how basic science teachers help medical students learn. Becker et al. in 1961 did a sociological study documenting the student perception of overload and the change of educational goals--from learning everything possible to be competent physicians to learning what they needed to pass the tests. This work expands on Becker's study.;This is a qualitative ethnographic study of four (Microbiology, Pathophysiology, Pathology, and Pharmacology) basic science teachers, utilizing participant observation, student interviews and teacher interviews as the principal methods of data collection. Field notes and interview transcriptions for each teacher were coded and analyzed individually and then comparatively asking the research question, "How do basic science teachers help medical students learn from the students' perspective?";Medical students in Years I and II of medical school are "overloaded" and "overwhelmed" by the mass of isolated facts they are expected to learn. They learn for tests by memorizing--often not understanding what they learn. Students prefer to come to an understanding about the material in a context (i.e. patient care) appropriate for learning. Teachers were found to help students learn by (1) making the material understandable, (2) helping them come to an understanding about the material, (3) showing them respect, and (4) motivating them to learn. Inclusion of wonder and awe rekindled student interest in medicine and inspired them to learn.;Students' learning basic science without understanding most likely results from curriculum content overload and multiple-choice examinations which test factual recall. Additional unintended consequences are that students (1) feel they have compromised their learning, (2) fear harming patients, (3) consider that their abilities may be inadequate, and (4) are bored and not pursuing learning. Additionally, learning by memorizing without understanding is likely to produce physicians who are (1) disinterested in science and do/can not ask why, and (2) unable to respond to unique clinical presentations by modifying their practice.
机译：医学院的学生没有“转向科学”，并且教师认为学生没有学习足够的科学。没有专门针对医学生学习基础科学或基础科学老师如何帮助医学生学习的定性研究。贝克尔等。 1961年进行了一项社会学研究，记录了学生对超负荷现象和教育目标的改变的认识-从学习一切可能成为合格的医师到学习他们通过考试所需的知识。这项工作是在贝克尔的研究基础上展开的；这是对四名（微生物学，病理生理学，病理学和药理学）基础科学教师的定性人种学研究，利用参与者观察，学生访谈和老师访谈作为数据收集的主要方法。分别对每位老师的现场笔记和访谈记录进行编码和分析，然后比较地询问研究问题：“基础科学老师如何从学生的角度帮助医学生学习？”；医学院一，二年级的医学生是期望他们学习大量孤立的事实，从而“超载”和“不堪重负”。他们通过记忆来学习测试-经常不了解所学知识。学生更喜欢在适合学习的背景下（即患者护理）了解材料。发现教师可以通过以下方式帮助学生学习：（1）使材料易于理解；（2）帮助他们了解材料；（3）表示对他们的尊重；以及（4）激励他们学习。奇妙和敬畏的包容重新激发了学生对医学的兴趣，并激发了他们的学习兴趣。学生在不了解课程内容超载和测试事实回忆的多项选择考试的情况下，最不了解其学习基础科学的知识。额外的意外后果是，学生（1）感到自己已经损害了学习能力；（2）害怕伤害患者；（3）认为他们的能力可能不足；（4）感到无聊且不追求学习。此外，通过背诵而不是理解来学习可能会产生以下医生：（1）对科学不感兴趣并且不/不询问原因，以及（2）无法通过修改其实践来应对独特的临床表现。

著录项

  • 作者

    Regan-Smith, Martha G.;

  • 作者单位

    Harvard University.;

  • 授予单位 Harvard University.;
  • 学科 Health Sciences Education.;Education Higher.;Education Adult and Continuing.;Education Curriculum and Instruction.
  • 学位 Ed.D.
  • 年度 1992
  • 页码 305 p.
  • 总页数 305
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 成人教育、业余教育;教育;高等教育;
  • 关键词

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