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首页> 外文期刊>Zeitschrift fur Arznei- und Gewurzpflanzen >Self-regulated learning in a competency-based and flipped learning environment: learning strategies across achievement levels and years
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Self-regulated learning in a competency-based and flipped learning environment: learning strategies across achievement levels and years

机译：基于能力和翻转学习环境的自我监管学习：在成就水平和年份学习策略

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Background: The transition from a traditional lecture-based curriculum to a competency-based curriculum poses significant challenges to both students and faculty in medical schools, especially when the curriculum is implemented in a flipped learning environment. Self-regulated learning (SRL) has been proven to be beneficial for competency-based learning and flipped classroom learning, but medical educators cannot expect our entering medical students to bring in these learning skills automatically. Methods: This study took place in the Michigan State University College of Human Medicine. A new competency-based curriculum was implemented in the fall 2016, focusing on the integration of basic science and clinical experience. Participants in this study were 26 first- and second-year students. By interviewing each student about the learning strategies they use in independent learning before class, we investigated how students use SRL strategies in different phases of learning, and how their adoption of SRL strategies differ across self-perceived achievement groups and years. Results: We found that students frequently use strategies in the stages of planning and reflection, but less frequently during the learning or monitoring phase. Students who perceive themselves as high achieving, and students in their second year of medical school do use more learning strategies during the monitoring stage than their counterparts. Conclusions: Students who lack self-regulation strategies may fail to comprehend or connect ideas in their pre-class learning, which could lead to ineffective learning outcomes during in-class activities. Our study indicated that while medical students, who tend to be successful learners in their undergraduate study, were able to use learning strategies to plan and reflect on their learning, they need more explicit instruction in how to monitor their own learning.
机译：背景：从传统的基于讲座的课程到基于能力的课程的过渡对医学院的学生和教师构成了重大挑战，特别是当课程在翻转的学习环境中实施时。被证明是自我监管的学习（SRL）是有利于基于能力的学习和翻转课堂学习，但医疗教育者不能指望我们的进入医学学生自动带来这些学习技能。方法：本研究发生在密歇根州立大学人类大学人类学院。 2016年秋季实施了新的基于能力的课程，重点是基础科学和临床经验的整合。本研究的参与者是26名和第二年的学生。通过采访每个学生在课堂之前在独立学习中使用的学习策略，我们调查了学生如何在不同阶段使用SRL策略，以及他们采用SRL策略的采用在自我认识的成就群体中不同。结果：我们发现学生经常使用规划和反思阶段的策略，但在学习或监测阶段的频率不太频繁。将自己视为高度达到的学生和学生在医学院的第二年确实在监测阶段使用更多的学习策略，而不是同行。结论：缺乏自我监管策略的学生可能无法理解或在课前学习中思考，这可能导致课堂上的学习成果无效。我们的研究表明，虽然在本科学习中往往是成功的学习者的医学生能够使用学习策略来计划和反思他们的学习，但他们需要更明确的教学如何监测自己的学习。

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