Office of Medical Education Research and Development at the College of Human Medicine, Michigan State University, 965 Wilson Road, A-214B, East Lansing, MI, 48824, USA.
Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China.
BMC Med Educ. 2020 Mar 31;20(1):100. doi: 10.1186/s12909-020-02023-6.
The flipped-classroom model is increasingly being adopted in competency-based medical education. However, it poses a major challenge to students who have not mastered self-regulated learning strategies. This study explores which self-regulated learning skills affect student learning performance in the first 2 years of medical school at a university in the midwestern United States.
Survey data were used to assess how 146 first- and second-year medical students' use of self-regulated learning strategies affected their performance on standardized tests.
Based on the results of regression analysis and content analysis, it was found that the use of peer learning and help-seeking positively affected the performance of first- and second-year students, respectively; whereas the use of rehearsal had a negative effect on student learning outcomes.
The study findings imply that during the transition period from traditional lecture-intensive learning to flipped-classroom learning, promoting peer learning and help-seeking could significantly improve students' academic achievement.
翻转课堂模式在以能力为基础的医学教育中越来越受欢迎。然而，对于尚未掌握自我调节学习策略的学生来说，这是一个重大挑战。本研究探讨了在美国中西部一所大学的医学专业前 2 年中，哪些自我调节学习技能会影响学生的学习成绩。
使用调查数据评估了 146 名医学生第一、第二年使用自我调节学习策略对标准化考试成绩的影响。
基于回归分析和内容分析的结果，发现同伴学习和寻求帮助的使用分别对第一、第二年学生的表现产生积极影响；而复习的使用对学生的学习结果产生负面影响。
研究结果表明，在从传统的以讲座为基础的密集学习向翻转课堂学习的过渡阶段，促进同伴学习和寻求帮助可以显著提高学生的学业成绩。
