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首页> 外文期刊>Advances in health sciences education: theory and practice >The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum
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The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum

机译：医学院临床前阶段自我调节学习的发展：基于讲授和基于问题的课程的比较

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摘要

Society expects physicians to always improve their competencies and to be up to date with developments in their field. Therefore, an important aim of medical schools is to educate future medical doctors to become self-regulated, lifelong learners. However, it is unclear if medical students become better self-regulated learners during the pre-clinical stage of medical school, and whether students develop self-regulated learning skills differently, dependent on the educational approach of their medical school. In a cross-sectional design, we investigated the development of 384 medical students' self-regulated learning skills with the use of the Self-Regulation of Learning Self-Report Scale. Next, we compared this development in students who enrolled in two distinct medical curricula: a problem-based curriculum and a lectured-based curriculum. Analysis showed that more skills decreased than increased during the pre-clinical stage of medical school, and that the difference between the curricula was mainly caused by a decrease in the skill evaluation in the lecture-based curriculum. These findings seem to suggest that, irrespective of the curriculum, self-regulated learning skills do not develop during medical school.
机译：社会期望医生们总是能提高自己的能力，并能跟上其领域的发展。因此，医学院的一个重要目标是教育未来的医生成为自我约束的终身学习者。但是，尚不清楚在医学院的临床前阶段，医学生是否会成为更好的自我调节学习者，以及学生是否会根据其医学院的教育方式而发展出不同的自我调节学习技能。在横断面设计中，我们使用学习自我报告量表的自我调节调查了384名医学生的自我调节学习技能的发展。接下来，我们比较了参加两种截然不同的医学课程的学生的发展情况：基于问题的课程和基于讲座的课程。分析表明，在医学院校临床前阶段，技能下降的幅度大于增加的幅度，并且课程之间的差异主要是由于基于讲座的课程中技能评估的减少所致。这些发现似乎表明，无论课程设置如何，医学院期间都不会发展自我调节的学习技能。

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