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1
The predominant learning approaches of medical students.医学生的主要学习方法。
BMC Med Educ. 2018 Jan 18;18(1):17. doi: 10.1186/s12909-018-1122-5.
2
Perceptions by medical students of their educational environment for obstetrics and gynaecology in metropolitan and rural teaching sites.医学生对大都市和农村教学点妇产科教育环境的看法。
Med Teach. 2009 Dec;31(12):e596-602. doi: 10.3109/01421590903193596.
3
Undergraduate obstetrics and gynecology medical education: why are we underrated and underappreciated?本科妇产医学教育：为何我们被低估且不受重视？
Am J Obstet Gynecol. 2016 Mar;214(3):345-7. doi: 10.1016/j.ajog.2015.10.915. Epub 2015 Oct 29.
4
Introducing multiple-choice questions to promote learning for medical students: effect on exam performance in obstetrics and gynecology.引入多选题以促进医学生学习：对妇产科考试成绩的影响。
Arch Gynecol Obstet. 2020 Dec;302(6):1401-1406. doi: 10.1007/s00404-020-05758-1. Epub 2020 Aug 31.
5
How undergraduate clinical learning climates differ: a multi-method case study.本科临床学习环境的差异：一项多方法案例研究。
Med Educ. 2008 Oct;42(10):1029-36. doi: 10.1111/j.1365-2923.2008.03149.x.
6
Student evaluation of learning activities.学生对学习活动的评价。
Am J Obstet Gynecol. 1973 Nov 15;117(6):814-7. doi: 10.1016/0002-9378(73)90497-3.
7
Do you really want to be a doctor? The highs and lows of identity development.你真的想成为一名医生吗？身份认同发展的起起落落。
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Impact of a personal learning plan supported by an induction meeting on academic performance in undergraduate Obstetrics and Gynaecology: a cluster randomised controlled trial.入职培训会议支持的个人学习计划对本科妇产科学术表现的影响：一项整群随机对照试验
BMC Med Educ. 2015 Mar 11;15:43. doi: 10.1186/s12909-015-0325-2.
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The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students.临床前本科医学生的学习偏好（风格和方法）与学习成果之间的关系。
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Self-marking in written examination: a way of feedback and learning.书面考试中的自我评分：一种反馈与学习的方式。
Med Educ. 1996 Sep;30(5):322-5. doi: 10.1111/j.1365-2923.1996.tb00841.x.

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"Learning to Learn" - A workshop-based approach for enhancing learning skills of the first-year medical undergraduates.“学会学习”——一种基于工作坊的方法，用于提高医学本科一年级学生的学习技能。
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Comparing three methods to assess learning outcomes for a suicide prevention training program for pharmacy staff.比较三种方法以评估针对药房工作人员的自杀预防培训项目的学习成果。
PEC Innov. 2024 Oct 4;5:100348. doi: 10.1016/j.pecinn.2024.100348. eCollection 2024 Dec 15.
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Study of Deep Learning in Medical Education: Opportunities, Achievements and Future Challenges.医学教育中的深度学习研究：机遇、成果与未来挑战。
J Adv Med Educ Prof. 2024 Jul 1;12(3):148-162. doi: 10.30476/JAMP.2024.99740.1853. eCollection 2024 Jul.
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Nursing students' approaches to learning in selected Malawian nursing schools: a cross-sectional study.马拉维部分护理学校护生学习方法的横断面研究。
BMC Med Educ. 2024 Jul 12;24(1):757. doi: 10.1186/s12909-024-05746-y.
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Providing insights into health data science education through artificial intelligence.通过人工智能洞察健康数据科学教育。
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Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching.评估一种新的以学生为中心的实验室培训策略在临床生物化学教学中的效果。
BMC Med Educ. 2023 May 27;23(1):391. doi: 10.1186/s12909-023-04272-7.
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Assessment as Learning in Medical Education: Feasibility and Perceived Impact of Student-Generated Formative Assessments.医学教育中的以评促学：学生自主形成性评估的可行性及感知影响
JMIR Med Educ. 2022 Jul 22;8(3):e35820. doi: 10.2196/35820.
8
Relationship between medical students' perceived instructor role and their approaches to using online learning technologies in a cloud-based virtual classroom.医学生对教师角色的感知与他们在基于云的虚拟教室中使用在线学习技术的方法之间的关系。
BMC Med Educ. 2022 Jul 19;22(1):560. doi: 10.1186/s12909-022-03604-3.
9
The Association Between Preclinical Medical Students' Perceptions of the Anatomy Education Environment and Their Learning Approaches.临床前医学生对解剖学教育环境的认知与其学习方法之间的关联
Med Sci Educ. 2022 Feb 10;32(2):399-409. doi: 10.1007/s40670-022-01517-w. eCollection 2022 Apr.
10
How do medical students learn conceptual knowledge? High-, moderate- and low-utility learning techniques and perceived learning difficulties.医学生如何学习概念知识？高、中、低效用学习技巧及感知学习难度。
BMC Med Educ. 2022 Apr 6;22(1):250. doi: 10.1186/s12909-022-03283-0.

本文引用的文献

1
Learning approach among health sciences students in a medical college in Nepal: a cross-sectional study.尼泊尔一所医学院校健康科学专业学生的学习方法：一项横断面研究。
Adv Med Educ Pract. 2016 Mar 4;7:137-43. doi: 10.2147/AMEP.S100968. eCollection 2016.
2
Learning styles and approaches to learning among medical undergraduates and postgraduates.医学生和研究生的学习风格和学习方法。
BMC Med Educ. 2013 Mar 25;13:42. doi: 10.1186/1472-6920-13-42.
3
Medical students' approaches to learning over a full degree programme.医学专业学生整个学位课程的学习方法。
Med Educ Online. 2012;17. doi: 10.3402/meo.v17i0.17205. Epub 2012 Aug 24.
4
Factors influencing the approaches to studying of preclinical and clinical students and postgraduate trainees.影响基础医学和临床医学学生及研究生学习方法的因素。
BMC Med Educ. 2011 May 20;11:22. doi: 10.1186/1472-6920-11-22.
5
Learning styles of preclinical students in a medical college in western Nepal.尼泊尔西部一所医学院校临床前学生的学习风格
Kathmandu Univ Med J (KUMJ). 2006 Jul-Sep;4(3):390-5.
6
Correlation of students' characteristics with their learning styles as they begin medical school.医学院校新生的学生特征与其学习风格的相关性。
Acad Med. 1999 Mar;74(3):260-2. doi: 10.1097/00001888-199903000-00016.
7
Learning styles and approaches: implications for medical education.学习风格与方法：对医学教育的启示
Med Educ. 1986 May;20(3):162-75. doi: 10.1111/j.1365-2923.1986.tb01163.x.
8
Approaches to learning of students in an Indonesian medical school.印度尼西亚一所医学院学生的学习方法。
Med Educ. 1991 Nov;25(6):462-70. doi: 10.1111/j.1365-2923.1991.tb00098.x.

The predominant learning approaches of medical students.

作者信息

Chonkar Sonali Prashant, Ha Tam Cam, Chu Sarah Shan Hang, Ng Ada Xinhui, Lim Melissa Li Shan, Ee Tat Xin, Ng Mor Jack, Tan Kok Hian

机构信息

KK Women's and Children's Hospital, Singapore, Singapore.

Duke-NUS Medical School, Singapore, Singapore.

出版信息

BMC Med Educ. 2018 Jan 18;18(1):17. doi: 10.1186/s12909-018-1122-5.

DOI:10.1186/s12909-018-1122-5
PMID:29347934
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5774125/
Abstract
摘要