a Program of Learning Sciences , National Taiwan Normal University , Taipei , Taiwan.
b Institute for Research Excellence in Learning Sciences , National Taiwan Normal University , Taipei , Taiwan.
Med Educ Online. 2018 Dec;23(1):1497373. doi: 10.1080/10872981.2018.1497373.
One of the strongly theorized areas of research associated with learning outcomes has been the approaches to learning. Few studies have been focused on examining the relationship between the approaches to learning medicine (ALM) and learning outcomes.
The objectives were: (1) to conduct psychometric testing of the ALM questionnaire; and (2) to examine the association between medical learners' ALM and learning outcomes.
We developed the ALM questionnaire which was a modification of the Revised Learning Process questionnaire. We defined the learning outcome of each house officer as the class rank in his/her graduating class. Exploratory factor analysis was used to examine the factor structure of the ALM questionnaire. We conducted Pearson's and Spearman's Rank correlation coefficients for examining the linear relationships between two continuous variables, and between a continuous variable and a categorical variable, respectively. Stepwise multivariate linear regression analysis with backward elimination was undertaken to examine the correlation between the ALM and the learning outcome.
A house officer with deep strategies (relating multiple ideas and truly understanding the course content) or surface motivations (aim for qualification) was more likely to have a better learning outcome as indicated by a better class rank based on his/her academic performance. Furthermore, a house officer with surface learning strategies (minimizing the study scope to merely passing the examination) to learning medicine was more likely to have an unfavorable class rank.
This study represents the first report of the correlation between house officers' ALM and learning outcomes. House officers with deep strategies were more likely to have better learning outcomes. In particular, house officers with a surface motive to learning medicine, i.e., aiming for qualification, were surprisingly correlated with better learning outcomes.
与学习成果密切相关的一个理论研究领域是学习方法。很少有研究关注医学学习方法（ALM）与学习成果之间的关系。
目的是：（1）对 ALM 问卷进行心理计量学测试；（2）研究医学生学习方法与学习成果之间的关系。
我们开发了 ALM 问卷，该问卷是对修订后的学习过程问卷的修改。我们将住院医师的学习成果定义为其毕业班级的班级排名。采用探索性因子分析来检验 ALM 问卷的因子结构。我们分别采用 Pearson 和 Spearman 秩相关系数来检验两个连续变量之间以及一个连续变量和一个分类变量之间的线性关系。采用逐步多元线性回归分析（向后消除法）来检验 ALM 与学习成果之间的相关性。
具有深层策略（关联多个想法并真正理解课程内容）或表面动机（追求资格）的住院医师更有可能获得更好的学习成果，表现为基于学业成绩的班级排名更好。此外，对于学习医学的表面学习策略（将学习范围缩小到仅通过考试）的住院医师，更有可能获得不利的班级排名。
这项研究首次报告了住院医师的 ALM 与学习成果之间的相关性。采用深层策略的住院医师更有可能获得更好的学习成果。特别是，以学习医学为表面动机的住院医师，即追求资格，与更好的学习成果呈显著相关。
