Delgado Álvaro Henrique de Almeida, Almeida João Paulo Rodrigues, Mendes Larissa Souza Borowski, Oliveira Isabella Noceli de, Ezequiel Oscarina da Silva, Lucchetti Alessandra Lamas Granero, Lucchetti Giancarlo
MD. Physician and Research Collaborator in the Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
Undergraduate Medical Student and Research Collaborator in the Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
Sao Paulo Med J. 2018 Sep-Oct;136(5):414-420. doi: 10.1590/1516-3180.2018.0200060818. Epub 2018 Oct 22.
Different approaches to learning can exert considerable influence on the teaching-learning process in medical education. This study aimed to investigate the association of surface and deep learning with study patterns, preferred type of assessment, practices of cheating and quality of sleep among medical students.
Cross-sectional study on medical students enrolled in all six years of a medical school in Juiz de Fora, Brazil.
Questionnaires were applied to evaluate learning approaches (R-SPQ-2F), study patterns, sources and choices, and quality of sleep. Students' learning approaches (deep or surface) were assessed in relation to their study patterns, study resources, quality of sleep and whether they cheated in tests.
Among the 710 students included, 43% frequently studied on the night before an exam, 65% had used psychostimulants to study and more than 46% had cheated in an exam. Regarding quality of sleep, most students (53.4%) reported that their quality of sleep was poor, such that 45.3% slept for fewer than five hours before an exam. Those who studied just prior to an exam, used class summaries, preferred multiple-choice questions and cheated during the test had a more surface-learning approach. On the other hand, those who read books, preferred practical exams and slept better had a deeper approach.
The type of learning approach was associated with study patterns and choices among medical students. Educators need to be attentive to the type of learning their students use and think of measures that impact teaching and assessment methods.
不同的学习方法会对医学教育的教学过程产生重大影响。本研究旨在调查医学生的表层学习和深层学习与学习模式、偏好的评估类型、作弊行为及睡眠质量之间的关联。
对巴西茹伊斯迪福拉一所医学院所有六个年级的医学生进行横断面研究。
采用问卷调查来评估学习方法（R-SPQ-2F）、学习模式、学习资源及选择，以及睡眠质量。根据医学生的学习模式、学习资源、睡眠质量以及他们是否在考试中作弊，评估其学习方法（深层或表层）。
在纳入研究的710名学生中，43%的学生经常在考试前一晚学习，65%的学生使用过精神兴奋剂来辅助学习，超过46%的学生在考试中作弊。关于睡眠质量，大多数学生（53.4%）表示他们的睡眠质量较差，以至于45.3%的学生在考试前睡眠时间不足五小时。那些在考试前临时抱佛脚、使用课堂总结、偏好多项选择题且在考试中作弊的学生采用的是更表层的学习方法。另一方面，那些阅读书籍、偏好实践考试且睡眠较好的学生采用的是更深层次的学习方法。
学习方法的类型与医学生的学习模式和选择有关。教育工作者需要关注学生所采用的学习类型，并思考能够影响教学和评估方法的措施。
