ICLON Graduate School of Teaching, Leiden University, P.O. Box 905, 2300 AX, Leiden, The Netherlands.
Graduate School of Education, University of Melbourne, 234 Queensberry Street, Melbourne, VIC, 3010, Australia.
Adv Health Sci Educ Theory Pract. 2018 May;23(2):371-385. doi: 10.1007/s10459-017-9803-0. Epub 2017 Nov 11.
Research integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to strengthen the integration of research into teaching from the first year onwards. First-year students may interpret attempts made to strengthen research integration differently than intended by teachers. This might be explained by student beliefs about learning and research as well as student perceptions of the learning environment. In general, student perceptions of the learning environment play a pivotal role in fostering student learning outcomes. This study aims to determine whether a curriculum change intended to promote research integration fosters student learning outcomes and student perceptions of research integrated into teaching. To serve this purpose, three subsequent cohorts of first-year students were compared, one before and two after a curriculum change. Learning outcomes of these students were measured using scores on a national progress test of 921 students and assessments of a sample of 100 research reports of a first-year student research project. 746 Students filled out the Student Perceptions of Research Integration Questionnaire. The findings suggest that learning outcomes of these students, that is, scores on research related test items of the progress test and the quality of research reports, were better than those of students before the curriculum change.
将研究融入本科教育对于医学生理解和重视未来临床实践中的研究非常重要。因此，人们正在尝试从第一年开始加强研究与教学的融合。一年级学生对加强研究融合的理解可能与教师的意图不同。这可能是由于学生对学习和研究的信念以及对学习环境的看法造成的。总的来说，学生对学习环境的看法在促进学生学习成果方面起着关键作用。本研究旨在确定旨在促进研究融合的课程改革是否促进了学生的学习成果和对教学中融入研究的学生看法。为此，比较了三个后续的一年级学生群体，一个在课程改革之前，两个在课程改革之后。这些学生的学习成果是通过对 921 名学生的全国进步测试成绩和对一年级学生研究项目的 100 份研究报告样本的评估来衡量的。746 名学生填写了《学生对研究融合的看法调查问卷》。研究结果表明，这些学生的学习成果，即进步测试中与研究相关的测试项目的分数和研究报告的质量，均优于课程改革前的学生。
