Smith Lorraine, Saini Bandana, Krass Ines, Chen Timothy, Bosnic-Anticevich Sinthia, Sainsbury Erica
Faculty of Pharmacy, The University of Sydney, Australia.
Am J Pharm Educ. 2007 Dec 15;71(6):120. doi: 10.5688/aj7106120.
To investigate how pharmacy students' approaches to learning change over the duration of a bachelor of pharmacy degree program.
Data were obtained from a cross-sectional, repeated measures design, using a validated self-report survey instrument. Areas examined included processing and regulation strategies, motivational preferences for learning, and the relationship between approaches to learning and academic performance.
Pharmacy students were strongly vocationally oriented in their studies across all year groups. This approach had a significant relationship to academic performance. Overall, students indicated a preference for external regulation strategies. There was little evidence of maturation in approaches to learning as students progressed through the curriculum.
Students' preference for vocationally related strategies can be harnessed to increase both adoption of self-regulation behaviors and motivation for mastery of material. Comparison of our results with other studies indicates that approaches to learning may be influenced more by the learning environment than the discipline of study.
探讨药学专业学生在药学学士学位课程学习期间的学习方法是如何变化的。
采用经过验证的自我报告调查工具，通过横断面重复测量设计获取数据。研究的领域包括处理和调节策略、学习动机偏好，以及学习方法与学业成绩之间的关系。
各年级的药学专业学生在学习中都具有很强的职业导向性。这种方法与学业成绩有显著关系。总体而言，学生表示更喜欢外部调节策略。随着学生在课程中不断进步，几乎没有证据表明他们的学习方法会趋于成熟。
可以利用学生对与职业相关策略的偏好，来提高自我调节行为的采用率和对掌握知识的积极性。将我们的结果与其他研究进行比较表明，学习方法可能更多地受到学习环境的影响，而非学科本身。
