Tooth D, Tonge K, McManus I C
St. Mary's Hospital Medical School, London, U.K.
Med Educ. 1989 Sep;23(5):416-21. doi: 10.1111/j.1365-2923.1989.tb00896.x.
Stress and anxiety are substantially raised in many preclinical students in their first year at medical school. Although correlated with poor end-of-year examination performance, anxiety levels did not cause poor performance, but were themselves caused by previous poor performance in sessional examinations. Study habits showed declining deep and strategic approaches, and increasing surface ('rote-learning') approaches. Surface learning correlated with poor end-of-year examination performance, and was a result of previous poor sessional examination performance. Deep learning did not correlate with performance, whereas strategic learning correlated positively with examination success, even when measured 2 years previously during application to medical school.
许多医学院一年级的临床前学生的压力和焦虑水平大幅上升。尽管焦虑水平与年终考试成绩不佳相关，但焦虑水平并不会导致成绩不佳，而是由之前阶段性考试的糟糕表现所引起。学习习惯显示，深度和策略性学习方法在减少，而表面（“死记硬背”）学习方法在增加。表面学习与年终考试成绩不佳相关，并且是之前阶段性考试表现不佳的结果。深度学习与成绩无关，而策略性学习与考试成功呈正相关，即使是在两年前申请医学院时进行测量也是如此。
