Billings-Gagliardi Susan, Mazor Kathleen M
Department of Cell Biology S7-147, University of Massachusetts Medical School, 55 Lake Ave North, Worcester MA 01655, USA.
Acad Med. 2007 Oct;82(10 Suppl):S73-6. doi: 10.1097/ACM.0b013e31813e651e.
This study explored whether first-year medical students make deliberate decisions about attending nonrequired lectures. If so, it sought to identify factors that influence these decisions, specifically addressing the potential impact of electronic materials.
Medical students who completed first-year studies between 2004 and 2006 responded to an open-ended survey question about their own lecture-attendance decisions. Responses were coded to capture major themes. Students' ratings of the electronic materials were also examined.
Most respondents made deliberate attendance decisions. Decisions were influenced by previous experiences with the lecturer, predictions of what would occur during the session itself, personal learning preferences, and learning needs at that particular time, with the overriding goal of maximizing learning. Access to electronic materials did not influence students' choices.
Fears that the increasing availability of technology-enhanced educational materials has a negative impact on lecture attendance seem unfounded.
本研究探讨了一年级医学生是否会就参加非必修课程做出深思熟虑的决定。如果是这样，研究试图找出影响这些决定的因素，特别关注电子材料的潜在影响。
对在2004年至2006年间完成一年级学业的医学生，就他们自己关于课程出勤的决定进行了一项开放式调查。对回答进行编码以捕捉主要主题。还检查了学生对电子材料的评分。
大多数受访者做出了深思熟虑的出勤决定。这些决定受到与授课教师以往经历、对课程期间会发生什么的预测、个人学习偏好以及当时的学习需求的影响，首要目标是实现学习最大化。获取电子材料并未影响学生的选择。
担心技术增强型教育材料的日益普及会对课程出勤产生负面影响似乎毫无根据。
