University of Nottingham , UK.
Med Teach. 2013 Nov;35(11):e1598-607. doi: 10.3109/0142159X.2013.803061. Epub 2013 Jun 28.
To evaluate the impact of two different assessment formats on the approaches to learning of final year veterinary students. The relationship between approach to learning and examination performance was also investigated.
An 18-item version of the Study Process Questionnaire (SPQ) was sent to 87 final year students. Each student responded to the questionnaire with regards to DOPS (Direct Observation of Procedural Skills) and a Multiple Choice Examination (MCQ). Semi-structured interviews were conducted with 16 of the respondents to gain a deeper insight into the students' perception of assessment.
Students' adopted a deeper approach to learning for DOPS and a more surface approach with MCQs. There was a positive correlation between an achieving approach to learning and examination performance. Analysis of the qualitative data revealed that deep, surface and achieving approaches were reported by the students and seven major influences on their approaches to learning were identified: motivation, purpose, consequence, acceptability, feedback, time pressure and the individual difference of the students.
The format of DOPS has a positive influence on approaches to learning. There is a conflict for students between preparing for final examinations and preparing for clinical practice.
评估两种不同评估形式对兽医专业最后一年学生学习方法的影响。同时，还研究了学习方法与考试成绩之间的关系。
向 87 名即将毕业的学生发送了一份 18 项的学习过程问卷（SPQ）。每位学生根据技能操作直接观察（DOPS）和多项选择题考试（MCQ）回答问卷。对 16 名受访者进行了半结构化访谈，以更深入地了解学生对评估的看法。
学生在 DOPS 中采用了更深入的学习方法，而在 MCQ 中则采用了更表面的学习方法。达成学习方法与考试成绩呈正相关。对定性数据的分析表明，学生报告了深度、表面和达成的学习方法，并确定了七个对他们的学习方法有影响的主要因素：动机、目的、后果、可接受性、反馈、时间压力和学生的个体差异。
DOPS 的格式对学习方法有积极的影响。学生在为期末考试和为临床实践做准备之间存在冲突。
