比较不同昼夜节律的医学生在基础科学困难课程中的学业成绩。
Compare the educational achievement of medical students with different circadian rhythms in difficult courses of basic sciences.
作者信息
Liaghatdar Mohammad Javad, Ashoorion Vahid, Avizhgan Maryam
机构信息
Education and Psychology School, University of Isfahan, Isfahan University of Medical Sciences, Isfahan, Iran.
Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
出版信息
Adv Biomed Res. 2016 Mar 16;5:58. doi: 10.4103/2277-9175.178806. eCollection 2016.
BACKGROUND
Advantageous times for different people are different to some extent, considering the effective physiological changes during the circadian rhythm, in terms of the peak time of physiological activities. The goal of this study is to compare the educational achievement of students, with different morning-evening habits, in completing difficult and easy courses.
MATERIALS AND METHODS
This research is a retrospective descriptive-analytical study, which has been conducted on students of the fifth semester of General Medicine in the Faculty of Medicine, Isfahan University of Medical Sciences. The morning-evening habits of the students were determined by the Horne-Strauss 19-item questionnaire. The students were asked to determine the courses that were 'difficult' and 'easy,' using a researcher-made questionnaire. The students' scores in the considered courses during the five semesters were obtained from the Education Department of the Faculty and analyzed using the descriptive t-test, analysis of variance (ANOVA), and the multivariate regression test in the SPSS software.
RESULTS
Sixty-three students (67% girls and 33% boys) participated in this study, of whom 11, 60, and 29% were morning, morning-evening, and evening students, respectively. The mean scores of the difficult courses in all five semesters were reduced in the evening pattern compared to the morning and morning-evening patterns. Reduction of the mean score in the difficult courses, in the evening group, compared with the morning-evening and morning groups was observed in all five semesters among girls, but in three semesters among boys.
CONCLUSION
This study showed that evening students experienced academic failure in difficult courses, which required a more cognitive performance. It is recommended that difficult specialized courses be presented at hours when all student groups have a better cognitive performance.
背景
考虑到昼夜节律期间有效的生理变化，就生理活动的高峰时间而言，不同人有利的时间在一定程度上有所不同。本研究的目的是比较具有不同早晚习惯的学生在完成难易课程方面的学业成绩。
材料与方法
本研究是一项回顾性描述性分析研究，对伊斯法罕医科大学医学院普通医学专业第五学期的学生进行。学生的早晚习惯通过霍恩 - 施特劳斯19项问卷确定。使用研究者自制的问卷要求学生确定哪些课程“难”和“易”。从该学院教育部门获取学生在五个学期中所考虑课程的成绩，并在SPSS软件中使用描述性t检验、方差分析（ANOVA）和多元回归检验进行分析。
结果
63名学生（67%为女生，33%为男生）参与了本研究，其中分别有11%、60%和29%是早起型、中间型和晚睡型学生。与早起型和中间型相比，晚睡型在所有五个学期中难课程的平均成绩均有所降低。在所有五个学期中，女生晚睡组难课程的平均成绩与中间型和早起型相比有所降低，但男生仅在三个学期中出现这种情况。
结论
本研究表明，晚睡型学生在需要更高认知能力的难课程中出现学业失败。建议在所有学生群体认知表现更好的时间段开设难的专业课程。
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