Aaron S, Skakun E
University of Alberta, Edmonton, Canada.
Acad Med. 1999 Mar;74(3):260-2. doi: 10.1097/00001888-199903000-00016.
To investigate the relationship between learning styles (surface, strategic, and deep learning) and admission data for an incoming class of medical students.
In 1997, the Approaches and Study Skills Inventory (ASSIST) was administered to the University of Alberta Medical School's incoming class as part of their orientation. Ninety percent of the class completed the questionnaire, the results of which were correlated with prerequisite grade-point average (GPA), MCAT scores, number of years of premedical experience, and scores on autobiography, interview, and letters of reference.
Higher surface-learning scores correlated significantly with younger age at admission to medical school, as well as with higher GPA. There was a positive correlation between GPA and surface learning in the group of students with more than four years of premedical experience.
The need to compete for grades in prerequisite courses may be a factor contributing to surface learning in new medical students.
调查学习方式（表层学习、策略性学习和深度学习）与医学院新生入学数据之间的关系。
1997年，作为迎新活动的一部分，向阿尔伯塔大学医学院的新生发放了学习方法与学习技能调查问卷（ASSIST）。该班级90%的学生完成了问卷，问卷结果与先修课程平均绩点（GPA）、医学院入学考试（MCAT）成绩、医学预科经历年限以及自传、面试和推荐信得分相关。
较高的表层学习得分与医学院入学时较年轻的年龄以及较高的GPA显著相关。在有四年以上医学预科经历的学生群体中，GPA与表层学习之间存在正相关。
在先修课程中为成绩竞争的需求可能是导致新入学医学生进行表层学习的一个因素。
