de Visser Marieke, Laan Roland F, Engbers Rik, Cohen-Schotanus Janke, Fluit Cornelia
Department for Research in Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, The Netherlands.
Center for Research and Innovation in Medical Education, University of Groningen and University Medical Center Groningen, Groningen, The Netherlands.
Adv Med Educ Pract. 2018 May 10;9:345-355. doi: 10.2147/AMEP.S164446. eCollection 2018.
Research on selection for medical school does not explore selection as a learning experience, despite growing attention for the learning effects of assessment in general. Insight in the learning effects allows us to take advantage of selection as an inclusive part of medical students' learning process to become competent professionals. The aims of this study at Radboud University Medical Center, the Netherlands, were 1) to determine whether students have learning experiences in the selection process, and, if so, what experiences; and 2) to understand what students need in order to utilize the learning effects of the selection process at the start of the formal curriculum.
We used focus groups to interview 30 students admitted in 2016 about their learning experiences in the selection process. Thematic analysis was used to explore the outcomes of the interviews and to define relevant themes.
In the selection process, students learned about the curriculum, themselves, their relation to others, and the profession they had been selected to enter, although this was not explicitly perceived as learning. Students needed a connection between selection and the curriculum as well as feedback to be able to really use their learning experiences for their further development.
Medical school selection qualifies as a learning experience, and students as well as medical schools can take advantage of this. We recommend a careful design of the selection procedure, integrating relevant selection learning experiences into the formal curriculum, providing feedback and explicitly approaching the selection and the formal curriculum as interconnected contributors to students' development.
尽管人们普遍越来越关注评估的学习效果，但关于医学院校选拔的研究并未将选拔视为一种学习经历。深入了解学习效果能让我们将选拔作为医学生学习过程中不可或缺的一部分加以利用，从而使其成为合格的专业人员。荷兰拉德堡德大学医学中心开展这项研究的目的是：1）确定学生在选拔过程中是否有学习经历，若有，是哪些经历；2）了解学生在正式课程开始时需要什么，以便利用选拔过程的学习效果。
我们采用焦点小组访谈法，对2016年入学的30名学生进行访谈，了解他们在选拔过程中的学习经历。采用主题分析法探究访谈结果并确定相关主题。
在选拔过程中，学生了解了课程、自身、他们与他人的关系以及他们所选入的专业，尽管这并未被明确视为学习。学生需要选拔与课程之间建立联系以及获得反馈，以便能够真正将他们的学习经历用于自身的进一步发展。
医学院校选拔可被视为一种学习经历，学生和医学院校都能从中受益。我们建议精心设计选拔程序，将相关的选拔学习经历融入正式课程，提供反馈，并明确将选拔和正式课程视为学生发展的相互关联的促进因素。
