Faculty of Pharmacy, University of Sydney, NSW, Australia.
Am J Pharm Educ. 2010 Aug 10;74(6):106. doi: 10.5688/aj7406106.
To compare longitudinal data with previous cross-sectional data regarding Australian undergraduate pharmacy students' approaches to learning, and explore the differences in approaches to learning between undergraduate and postgraduate cohorts.
Longitudinal, repeated measures design using a validated self-report survey instrument were used to gather data.
Undergraduate students' preferences for meaning directed, undirected, and reproduction-directed approaches to learning displayed the same pattern across the 2 studies; however, application-directed scores increased significantly in the second half of the undergraduate degree program. Commencing postgraduate students' approaches to learning were similar to finishing undergraduate students, and this group was significantly more oriented towards meaning-directed learning compared to undergraduate students.
Pharmacy students' maturation in approach to their learning was evident and this bodes well for pharmacists' engaging in life-long learning and capacity to work in increasingly complex health settings.
比较澳大利亚本科生药学学生学习方法的纵向数据与之前的横断面数据，并探讨本科和研究生群体学习方法的差异。
使用经过验证的自我报告调查工具进行纵向、重复测量设计来收集数据。
在这两项研究中，本科生对有意义导向、无导向和再现导向的学习方法的偏好呈现出相同的模式；然而，在本科课程的后半段，应用导向的分数显著增加。开始研究生学习的学生的学习方法与完成本科学习的学生相似，与本科生相比，这一组学生更倾向于有意义导向的学习。
药学学生在学习方法上的成熟度显而易见，这对药剂师从事终身学习和在日益复杂的医疗环境中工作的能力是有利的。
