Faculty of Medicine and Health, International Medical University, Kuala Lumpur, Malaysia.
Med Teach. 2021 Jul;43(sup1):S6-S11. doi: 10.1080/0142159X.2019.1646894. Epub 2019 Aug 13.
Lifelong learning (LL) is an important outcome of medical training. The objective of this study is to measure the orientation of medical students toward LL and to determine the types of self-directed learning (SDL) activities that contribute toward LL skills.
The Jefferson Scale of Physician Lifelong Learning for medical student (JeffSPLL-MS) questionnaire was used. Factor analysis was performed, Cronbach's alpha and effect size were calculated. The types of learning activities that contribute to LL skills were identified.
Three-factor structure emerged from the factor analysis and were identified as learning beliefs and motivation, skills in seeking information and attention to learning opportunities. A significant increase ( < .05; ES = 0.27) in orientation toward LL with academic progression was observed. Clinical students improved significantly in the domains of 'skills in seeking information' ( < .001; ES = 0.48) and 'attention to learning opportunities' ( < .001; ES = 0.55). Problem-based learning, flipped classroom, guided reading, projects and experiential learning activities are perceived to be effective for promoting LL.
Medical students' LL skills develop progressively from preclinical to clinical years. Self-directed learning activities are perceived to be effective in promoting LL skills.
终身学习（LL）是医学培训的重要成果。本研究的目的是衡量医学生对 LL 的倾向，并确定有助于 LL 技能的自主学习（SDL）活动类型。
使用 Jefferson 医师终身学习量表（JeffSPLL-MS）问卷进行因子分析，计算 Cronbach's alpha 和效应量。确定有助于 LL 技能的学习活动类型。
因子分析产生了三因素结构，分别为学习信念和动机、寻求信息的技能和关注学习机会。随着学业的进步，对 LL 的倾向显著增加（<0.05；ES=0.27）。临床学生在“寻求信息的技能”（<0.001；ES=0.48）和“关注学习机会”（<0.001；ES=0.55）方面有显著提高。基于问题的学习、翻转课堂、引导式阅读、项目和体验式学习活动被认为可有效促进 LL。
医学生的 LL 技能从临床前到临床阶段逐渐发展。自主学习活动被认为可有效促进 LL 技能。
