Khogali Shihab E O, Laidlaw Jennifer M, Harden Ronald M
University of Dundee Medical School, Dundee, UK.
Med Teach. 2006 Jun;28(4):375-7. doi: 10.1080/01421590600799059.
More emphasis is being placed on students as independent learners with teachers acting as facilitators. It has been argued that student-centred learning can be supported usefully by study guides. This paper supports previous claims as to the value of study guides as perceived by students. But what should study guides look like? A total of 151 second-year medical students at the University of Dundee were given three versions of a study guide covering the topic of hypertension, each incorporating a different educational approach but with the same content. A timetable-based version of the guide focused on the students' day-to-day timetable and related the learning outcomes to each of the scheduled learning opportunities. A problem-based version of the guide introduced a clinical problem and encouraged the students to think of the learning outcome for the module as they related to the problem. Thirdly, an outcome-based version was structured round the 12 key areas of the learning outcomes. The timetable-based guide was preferred by the majority of students, although some preferred the problem-based guide and others the outcome-based guide. This may in part be due to students' lack of familiarity with a problem-based and outcome-based approach. It may also relate to what is seen as a key function of a study guide: to lead the student through the day-to-day learning experiences in a course and to introduce a student to a course or a topic and provide an overview of what is to be achieved in their studies of it.
现在更加强调学生作为独立学习者，而教师则充当促进者的角色。有人认为，学习指南可以有效地支持以学生为中心的学习。本文支持学生所认为的学习指南的价值的先前观点。但是学习指南应该是什么样的呢？邓迪大学的151名二年级医学生收到了三份关于高血压主题的学习指南，每份指南都采用了不同的教育方法，但内容相同。基于时间表的指南版本侧重于学生的日常时间表，并将学习成果与每个预定的学习机会联系起来。基于问题的指南版本引入了一个临床问题，并鼓励学生思考与该问题相关的模块学习成果。第三，基于成果的版本围绕学习成果的12个关键领域构建而成。大多数学生更喜欢基于时间表的指南，尽管有些学生更喜欢基于问题的指南，还有些学生更喜欢基于成果的指南。这可能部分是由于学生对基于问题和基于成果的方法缺乏熟悉度。这也可能与学习指南的一个关键功能有关：引导学生经历课程中的日常学习体验，向学生介绍一门课程或一个主题，并概述在学习该课程时将要实现的目标。
