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The influence of objectives, learning experiences and examination blueprint on medical students' examination preparation

机译：目的，学习经历和考试蓝图对医学生考试准备的影响

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Background The influence of intended and informal curricula on examination preparation has not been extensively studied. This study aims to firstly describe how students utilized components of intended and informal curricula to guide examination preparation, and secondly to study the relationship between examination preparation and performance. Methods Students received a pre-examination questionnaire to identify components from the intended curriculum (objectives and examination blueprint), and informal curriculum (content emphasised during lectures and small groups), used during examination preparation. Multiple logistic regression was used to study the relationship between these variables and student performance (above versus at or below average). Results Eighty-one students participated. There was no difference in the proportions using the examination blueprint, content emphasised during lectures, and content emphasised during small groups (87 – 93%) but fewer students used objectives (35%, p Conclusion When preparing for the renal course examination, students were influenced at least as much by the informal as the intended curriculum. Of the two intended curriculum components, the examination blueprint appeared to be more widely used than the course objectives. This decreased use of objectives on examination preparation did not appear to have a detrimental effect on student performance.
机译：背景技术预期和非正式课程对考试准备的影响尚未得到广泛研究。这项研究的目的是首先描述学生如何利用预期和非正式课程的组成部分来指导考试准备，其次要研究考试准备和成绩之间的关系。方法学生会收到一份考试前调查表，以从预期的课程（目标和考试蓝图）和非正式课程（在讲座和小组中强调的内容）中识别成分，以备考试准备中使用。多元逻辑回归用于研究这些变量与学生成绩之间的关系（高于或低于或低于平均值）。结果共有81名学生参加。使用检查蓝图的比例，讲课强调的内容和小组强调的内容没有差异（87 – 93％），但学生使用目标的人数较少（35％，p）结论在准备肾科检查时，学生至少受到非正式课程的影响与预期课程的影响在两个预期课程组成部分中，考试蓝图似乎比课程目标得到更广泛的使用，减少对考试准备的目标的使用似乎没有不利的影响对学生的表现。

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