Ahmady Soleiman, Khajeali Nasrin, Sharifi Farshad, Mirmoghtadaei Zohre Sadat
School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Medical Education Department, student's research committee, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
J Adv Med Educ Prof. 2019 Apr;7(2):74-85. doi: 10.30476/JAMP.2019.44711.
Identifying the learners' problems early enough and providing advice from the beginning is definitely an important investment in the training and progress of future practitioners. The current review aimed at examining factors related to academic failure of the preclinical medical students.
The study was carried out as a systematic search of publications in the following databases published from January 1987 to January 2018: PubMed, Web of Knowledge, Educational Resources, Information Center and Scopus. No language limitation was set for searching the resources. As a comprehensive search, the following keywords were used for the abstract, title and keyword sections: academic performance, academic failure, academic achievement, drop out, academic engagement, learning disorder, medical student, struggle student and problem learner. A valid tool (STROBE) was used to determine the quality of the articles.
Most articles discussed personal causes, 7 discussed learning style, 7 discussed personality traits, 6 discussed motivational strategies and self-efficacy, 4 discussed quality of sleep, 4 discussed the effect of stress, 9 discussed demographic factors, 3 discussed physical activity, 1 discussed coping strategies, 2 discussed class attendance and 4 discussed study strategy. Twenty-five articles described instructional design cause, 3 described teaching strategies, 2 described course assessments, 1 described the course structure, 3 described critical thinking, 3 described blended learning, 13 described predictive courses, 14 described admission tests, 1 described the learning environment, 2 described curriculum planning and 3 described the pre-matriculation program.
Medical teachers often do not know which students are problem learners or what causes academic failure. The goal of this systematic review was to determine the origin of problems in learning to identify problem learners. The results indicates that managers, policymakers, instructors and counselors can monitor student academic achievement by careful planning of instructional design, attention to an educational environment, use of active teaching methods, continuous assessment of students and consideration of personal factors.
尽早发现学习者的问题并从一开始就提供建议，绝对是对未来从业者培训和进步的一项重要投资。当前的综述旨在研究与临床前医学生学业失败相关的因素。
该研究通过系统检索1987年1月至2018年1月在以下数据库中发表的文献进行：PubMed、Web of Knowledge、教育资源信息中心和Scopus。检索资源时未设置语言限制。作为全面检索，在摘要、标题和关键词部分使用了以下关键词：学业表现、学业失败、学业成就、辍学、学业参与、学习障碍、医学生、学习困难的学生和问题学习者。使用有效的工具（STROBE）来确定文章的质量。
大多数文章讨论了个人原因，7篇讨论了学习风格，7篇讨论了人格特质，6篇讨论了动机策略和自我效能感，4篇讨论了睡眠质量，4篇讨论了压力的影响，9篇讨论了人口统计学因素，3篇讨论了体育活动，1篇讨论了应对策略，2篇讨论了课堂出勤率，4篇讨论了学习策略。25篇文章描述了教学设计原因，3篇描述了教学策略，2篇描述了课程评估，1篇描述了课程结构，3篇描述了批判性思维，3篇描述了混合式学习，13篇描述了预测课程，14篇描述了入学考试，1篇描述了学习环境，2篇描述了课程规划，3篇描述了预科课程。
医学教师通常不知道哪些学生是问题学习者，也不知道学业失败的原因是什么。本系统综述的目的是确定学习问题的根源，以识别问题学习者。结果表明，管理人员、政策制定者、教师和辅导员可以通过精心规划教学设计、关注教育环境、使用积极的教学方法、持续评估学生以及考虑个人因素来监测学生的学业成就。
