Durak Halil Ibrahim, Törün Sila Elif, Sayiner Abdullah, Kandiloglu Gülsen
Department of Medical Education, Ege University Faculty of Medicine, Izmir, Turkey. halil.ibrahim.durak @ege.edu.tr
Tohoku J Exp Med. 2006 Nov;210(3):231-7. doi: 10.1620/tjem.210.231.
The purpose of this study is to share educational structure and evaluation results of an innovative course on effective learning and study skills for the first year medical students. In Turkey, undergraduate medical education takes six years and each year nearly 5,000 high school graduates start medical schools. However, many students experience frustration and failure because of their lack in the learning and studying strategies. At the Ege University Faculty of Medicine, preclinical curriculum consists of the body function systems-based teaching blocks. Year one has three blocks. We implemented an effective learning and study skills course at the first and third blocks of the 2003-2004 curriculum. We evaluated the course by students' feedbacks derived from block questionnaires and students' homework performance analysis. At the first block questionnaire, out of 297, 163 students (54.8%) clearly stated that the course positively influenced their learning process. Structured analysis of the first block's students' homework showed that an average of 206 students (69.3%) can sufficiently describe their learning and studying approach, while 218 (73.4%) can identify the strengths and weaknesses of the curriculum. The average student scores were 74 +/- 10 and 68 +/- 11 out of 100 for first and third blocks, respectively. We interpreted these results as students enjoyed the course and learned the content. In conclusion, a course on effective learning and study skills is likely to assist first year medical students in improving their learning and adaptation to the school.
本研究的目的是分享一门针对一年级医学生的有效学习和学习技巧创新课程的教育结构及评估结果。在土耳其，本科医学教育为期六年，每年有近5000名高中毕业生进入医学院。然而，许多学生因缺乏学习策略而感到沮丧并遭遇失败。在伊兹密尔艾杰大学医学院，临床前课程由基于身体功能系统的教学模块组成。一年级有三个模块。我们在2003 - 2004学年课程的第一个和第三个模块中实施了一门有效学习和学习技巧课程。我们通过学生对模块问卷的反馈以及学生作业表现分析来评估该课程。在第一个模块问卷中，297名学生中有163名（54.8%）明确表示该课程对他们的学习过程产生了积极影响。对第一个模块学生作业的结构化分析表明，平均有206名学生（69.3%）能够充分描述他们的学习方法，而218名（73.4%）能够识别课程的优点和缺点。第一个和第三个模块的学生平均成绩分别为74 ± 10分和68 ± 11分（满分100分）。我们将这些结果解释为学生喜欢该课程并学到了内容。总之，一门关于有效学习和学习技巧的课程可能有助于一年级医学生改善他们的学习并适应学校生活。
