Edström Desiree W, Wilhemsson-Macleod Niklas, Berggren Michel, Josephson Anna, Wahlgren Carl-Fredrik
Dermatology Unit, Department of Medicine Solna, Karolinska Institutet and Karolinska University Hospital, Sweden.
Department of Otorhinolaryngology, Karolinska University Hospital, Sweden.
Int J Med Educ. 2015 Mar 30;6:40-6. doi: 10.5116/ijme.5513.0eec.
We investigated students' conception of learning for an examination in internal medicine, infectious diseases and dermatology-venereology, in three separate examinations versus a single integrated one.
The study was carried out during a curricular change, with one cohort belonging to a new integrated examination and the other to the former non-integrated examination. Forty-eight interviews were carried out among medical undergraduates regarding the role of the examination in the learning process. The interviews were analyzed according to the phenomenographic approach to identify the students' conception of learning.
The learning approaches could be categorized in 47 of the 48 students into 4 major groups: application directed, holistic, comprehensive and tactical memorizing learning. The result indicated that comprehensive learning was the most common approach among students following either examination-form; tactical memorizing learning was more prevalent among students following the non-integrated examination and holistic learning was applied more frequently among students following the integrated examination. Nine of the 47 students changed their approaches over time, the majority switching to a comprehensive approach. No significant gender difference was observed.
Comprehensive learning was the most common strategy employed and students who changed during the course most often switched to this. However, only a minor change in approach was observed after a switching to an integrated examination, i.e. it takes more than just an integrated examination to change the student's conception of learning.
我们调查了学生对于内科、传染病学和皮肤性病学考试的学习观念，对比了三场单独考试与一场综合考试的情况。
该研究在课程变革期间进行，一组学生参加新的综合考试，另一组参加之前的非综合考试。对医学本科生进行了48次访谈，内容涉及考试在学习过程中的作用。根据现象学方法对访谈进行分析，以确定学生的学习观念。
48名学生中的47名学生的学习方法可分为4个主要类别：应用导向型、整体型、综合型和策略性记忆型学习。结果表明，无论是哪种考试形式，综合学习都是学生中最常见的方法；策略性记忆型学习在参加非综合考试的学生中更为普遍，而整体型学习在参加综合考试的学生中应用更为频繁。47名学生中有9名学生随着时间的推移改变了他们的方法，大多数人转向了综合型方法。未观察到显著的性别差异。
综合学习是最常用的策略，在课程过程中改变方法的学生最常转向这种方法。然而，转向综合考试后，仅观察到方法上的微小变化，即改变学生的学习观念不仅仅需要一场综合考试。
