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Approaches to study and learning environment in medical schools with special reference to the Gulf countries

机译：专门针对海湾国家的医学院校学习与学习环境的方法

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摘要

The main aim of higher education is to facilitate and encourage students' learning. Students' learning is influenced by several factors which have been classified into two main categories: students' characteristics, e. g. learning styles and environmental features. Many instruments have been developed to identify students' learning styles and approaches to study and students' perceptions of their learning environments in many disciplines. However, none of these instruments have incorporated the effect of English as a second language on students' perceptions of their learning environment and learning approaches to study.Within medical schools several inventories have been used to explore the learning environment and approaches to study in the Western countries. However, a limited number of studies have explored such issues in the Gulf region within the medical education context where the English language is used as a formal medium of instruction.The main purpose of this study was to explore students' approaches to study, their perceptions of the learning environment, their motives for entering medical school, their language learning strategies for English as a second language, and their attitude towards learning English. The target population comprised second and fourth year students at three medical schools in three countries in the Gulf region. One medical school uses the traditional curriculum, while the other two have adopted a problem-based curriculum. In addition, two of them operate on a single-gender basis while the third is co-educational The main research methods used in this study are two inventories. One to explore students' approaches to study using the Approach to Study Inventory (ASI). The other is to assess students' perceptions of their learning environments using the Dundee Ready Education Environment Measure (DREEM). In addition, two questionnaires have been developed: one to explore students' motives for entering medical school, the other to identify the students' learning strategies for studying English as a second language and their perceptions towards learning English.Non-parametric statistics tests were conducted to test twenty-four theoretical/statistical hypotheses. These statistical hypotheses were divided into four studies: (1) the effect of curriculum, i. e. traditional vs. innovative; (2) the effect of year of study, i. e. second year vs. fourth year; (3) the language learning strategies and attitude towards the English language; and (4) gender differences.The general findings of the study indicated the following: (1) the type of curriculum has an influence on students' satisfaction with their learning environment; (2) the year of study influences the degree' of satisfaction with the learning environment under the traditional curriculum; (3) the type of gender-involvement affects the degree of satisfaction with the learning environment; (4) the type of curriculum has an influence on students' adopting a particular learning approach; (5) learning approaches are consistent regardless of seniority; (6) gender has an influence on adopting a particular approach to study; (7) the most important motives for entering medical school rated by students, regardless of their gender and level of study, is the intrinsic desire to help sick people; (8) there is a variation in the level of importance of motivation rated by both genders; (9) there is a strong relationship between English achievement and the following: medical academic achievement, age at which students were first exposed to learning English, the formal level of study of the English language, language learning strategies, motivation to learn English, the perception of the English course, and the perception towards people speaking the English language; (10) there is a positive relationship between English learning strategies and approaches to study; (11) the three types of language learning strategies are used by students, however the degree of utlization differs; (12) culture has emerged as an important factor influencing learning approaches and learning environment.It is hoped that utilizing the information obtained in this study will enhance the medical education environment and consequently will have a positive influence on students' learning in higher education within the Gulf States.
机译：高等教育的主要目的是促进和鼓励学生的学习。学生的学习受到几个因素的影响，这些因素被分为两大类：学生的特征，例如： G。学习风格和环境特征。已经开发出许多工具来识别学生的学习风格和学习方法以及学生在许多学科中对学习环境的看法。然而，这些工具都没有把英语作为第二语言对学生对学习环境和学习方法的认识所产生的影响。在医学院内，一些库存被用来探索西方的学习环境和学习方法。国家。然而，在医学教育的背景下，以英语为正式教学语言的海湾地区，仅有少数研究探讨了此类问题。本研究的主要目的是探索学生的学习方法，他们的看法学习环境，他们进入医学院的动机，他们将英语作为第二语言的语言学习策略以及他们对学习英语的态度。目标人群包括海湾地区三个国家的三所医学院的二年级和四年级学生。一所医学院采用传统课程，另两所采用基于问题的课程。此外，其中有两个是按性别划分的，而第三个是男女同校的。本研究中使用的主要研究方法是两个清单。一种使用“学习方法清单”（ASI）探索学生的学习方法。另一种是使用邓迪就绪教育环境措施（DREEM）评估学生对学习环境的看法。此外，还开发了两份问卷：一份用于探讨学生进入医学院的动机，另一份用于确定学生学习英语作为第二语言的学习策略以及他们对学习英语的看法。进行了非参数统计测试检验二十四个理论/统计假设。这些统计假设分为四个研究：（1）课程的效果，即。 e。传统与创新； （2）学习年份的影响，即e。第二年与第四年； （三）语言学习策略和对英语的态度；研究的总体结果表明：（1）课程类型对学生对其学习环境的满意度有影响； （2）学习年份会影响传统课程对学习环境的满意度； （3）性别参与的类型影响对学习环境的满意度； （4）课程类型会影响学生采用特定的学习方法； （5）学习方法是一致的，无论资历如何； （6）性别对采用特殊的学习方法有影响； （7）不论学生的性别和学习水平如何，学生评价进入医学院的最重要动机是帮助病人的内在渴望； （8）男女对动机的重视程度存在差异； （9）英语成绩与以下各项之间有很强的关系：医学学业成绩，学生首次接触英语的年龄，英语的正式学习水平，语言学习策略，学习英语的动机，对英语课程的理解，以及对说英语的人的理解； （10）英语学习策略与学习方法之间存在正相关关系； （11）学生使用三种类型的语言学习策略，但是实用化程度不同； （12）文化已成为影响学习方式和学习环境的重要因素，希望利用本研究中获得的信息将改善医学教育环境，从而对学生在高等教育中的学习产生积极影响。海湾国家。

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