医学生自主学习中学习与学习策略的评估
Assessment of medical students' learning and study strategies in self-regulated learning.
作者信息
Jouhari Zahra, Haghani Fariba, Changiz Tahereh
机构信息
Student Department of Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran;
Department of Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran;
出版信息
J Adv Med Educ Prof. 2016 Apr;4(2):72-9.
INTRODUCTION
Research on medical students shows that adopting self-regulation of effort, time, and study strategies can positively influence academic achievement. The purpose of the current study was to assess learning and study strategies in medical students.
METHODS
This cross-sectional study was carried out in 2014-2015 at Isfahan University of Medical Sciences. The sample size was determined 360 students based on the results of a pilot study on 30 members of the study population. Medical students in the first to fourth year of their studies were selected through simple sampling randomly. A valid and reliable Persian translation of Learning and Study Strategies Inventory (LASSI) questionnaire was completed by the students. It measures three latent factors of self-regulated learning: Skill, Will, and Self-Regulation. It consists of 80 questions in ten different scales (each scale including eight questions and a variable score of 8-40). Data were analyzed using t-test, correlation analysis, and ANOVA.
RESULTS
Considering the ten LASSI scales, the highest mean score belonged to test strategies (28.67±4.44), and the lowest mean to self-testing (21.91±4.91). The results showed significant statistical differences between male and female students in selecting the main idea, attitude, and self-testing. ANOVA and post hoc Tukey tests showed a significant difference between the mean scores of different areas of LASSI among students with different grade point average (GPA) in the university. In all areas except the study aids, the mean scores of students with GPA higher than 17.5 were significantly higher than those of students with GPA lower than 14.5.
CONCLUSION
The results showed that students need help and consultation in most areas of learning and study strategies. Using 10 areas of LASSI can determine the strengths and weaknesses of students in various areas. Knowing their own limitations, students will be able to improve their study habits. Hence, it is suggested to evaluate the students when enrolling at universities and design educational programs based on the students' characteristics.
引言
对医学生的研究表明，采用对努力程度、时间和学习策略的自我调节能够对学业成绩产生积极影响。本研究的目的是评估医学生的学习和学习策略。
方法
这项横断面研究于2014 - 2015年在伊斯法罕医科大学开展。根据对30名研究人群成员的预试验结果，确定样本量为360名学生。通过简单随机抽样选取了医科大学一至四年级的学生。学生们完成了一份经过有效且可靠的波斯语翻译的学习和学习策略量表（LASSI）问卷。该问卷测量自我调节学习的三个潜在因素：技能、意愿和自我调节。它由十个不同量表中的80个问题组成（每个量表包括八个问题，可变分数为8 - 40）。数据采用t检验、相关分析和方差分析进行分析。
结果
考虑到LASSI的十个量表，平均分最高的是考试策略（28.67±4.44），最低的是自我测试（21.91±4.91）。结果显示，在选择主要观点、态度和自我测试方面，男女生之间存在显著的统计学差异。方差分析和事后Tukey检验表明，在大学中平均绩点（GPA）不同的学生在LASSI不同领域的平均分之间存在显著差异。在除学习辅助工具外的所有领域，GPA高于17.5的学生的平均分显著高于GPA低于14.5的学生。
结论
结果表明，学生在学习和学习策略的大多数领域都需要帮助和咨询。使用LASSI的10个领域可以确定学生在各个领域的优势和劣势。了解自身局限性后，学生将能够改善他们的学习习惯。因此，建议在大学入学时对学生进行评估，并根据学生的特点设计教育项目。
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