Barbosa Joselina, Silva Álvaro, Ferreira Maria Amélia, Severo Milton
Department of Public Health and Forensic Sciences and Medical Education. Faculdade de Medicina. Universidade do Porto. Porto. Portugal.
Department of Pre-Graduate Education. Instituto de Ciências Biomédicas Abel Salazar. Universidade do Porto. Porto. Portugal.
Acta Med Port. 2016 Dec 30;29(12):803-808. doi: 10.20344/amp.8350.
The transition from secondary to higher education is a challenging and demanding period for medical students. The ability to manage study time effectively and to be a self-regulated learner is essential to cope with the exponential growth of knowledge in medical education. Thus, the purpose of our study was to measure self-regulated learning skills and self-study across secondary higher education transition and to explore its effect on academic burnout in the first year of medical school.
We collected data from 102 (43%) freshman medical students on self-regulated learning, academic achievement, and hours of self-study/week relative to last year of secondary school (at the beginning of academic year) and the first year of medical school (at the end of academic year). Burnout data was collected at the end of academic year.
Among the 102 participants, 12% were at risk of burnout. Self-directedness at secondary school and higher education, and strategies for learning and assessment at higher education were protective factors against academic burnout. However, secondary selfdirectedness has an indirect effect on academic burnout mediated by self-directedness in the first year of medical school. In addition, self-study during class period was a risk factor for burnout.
Our results support the premise that students experience mental health problems from an early stage at medical school. Empowering medical students to develop strategies for learning assessment and self-direction will help them manage their learning and, consequently, promote their well-being. Finally, we found that it is not academic performance that influences burnout but the time dedicated to study.
从中学教育到高等教育的过渡对医学生来说是一个充满挑战且要求颇高的时期。有效管理学习时间以及成为一名自我调节学习者的能力对于应对医学教育中知识的指数级增长至关重要。因此，我们研究的目的是衡量中学到高等教育过渡阶段的自我调节学习技能和自主学习情况，并探讨其对医学院校一年级学生学业倦怠的影响。
我们收集了102名（43%）大一医学生的数据，内容包括自我调节学习、学业成绩以及相对于中学最后一年（学年开始时）和医学院校一年级（学年结束时）每周的自主学习时长。倦怠数据在学年结束时收集。
在102名参与者中，12%有倦怠风险。中学阶段和高等教育阶段的自我导向，以及高等教育阶段的学习和评估策略是预防学业倦怠的保护因素。然而，中学阶段的自我导向通过医学院校一年级的自我导向对学业倦怠产生间接影响。此外，课堂期间的自主学习是倦怠的一个风险因素。
我们的研究结果支持这样一个前提，即医学生在医学院校早期就会经历心理健康问题。使医学生有能力制定学习评估和自我导向策略将有助于他们管理学习，从而促进他们的幸福感。最后，我们发现影响倦怠的不是学业成绩，而是用于学习的时间。
