Husmann Polly R, Chong Alexander J
Medical Sciences Program, Indiana University School of Medicine, 1001 E. 3rd St, Bloomington, IN 47405 USA.
Med Sci Educ. 2019 Jul 15;29(3):683-689. doi: 10.1007/s40670-019-00769-3. eCollection 2019 Sep.
Students learn a great deal when they study course material outside of our classrooms, but we have little hard evidence of what they are actually doing during that time and how it varies over the course of the semester. This exploratory pilot study asked first-year medical students to complete study strategy surveys at the beginning and again at the end of a stand-alone physiology course. Responses to these surveys were then grouped into categories, and analyses were completed using above average and below average final grades in the course. The amount of change that occurred in individual student responses between pre-course and post-course surveys was also calculated. Results found that students with above average course grades were more likely to study with other students, make their own resources, and have lower grade expectations coming into the course than their peers with below average outcomes. Results also indicated that changing fewer study strategies may also be correlated with higher grades. Unfortunately, the sample sizes for this study are quite small, and additional data is unavailable locally due to curricular changes. It is hoped that other researchers may be able to further evaluate these ideas.
学生们在课堂之外学习课程材料时收获颇丰，但我们几乎没有确凿证据证明他们在这段时间里实际做了什么，以及这些行为在整个学期中是如何变化的。这项探索性试点研究要求一年级医学生在一门独立的生理学课程开始时和结束时分别完成学习策略调查。然后将这些调查的回复进行分类，并使用该课程中高于平均水平和低于平均水平的期末成绩进行分析。还计算了每个学生在课程前和课程后调查之间的回复变化量。结果发现，与课程成绩低于平均水平的同龄人相比，课程成绩高于平均水平的学生更有可能与其他学生一起学习、制作自己的学习资料，并且在开始课程时对成绩的期望较低。结果还表明，改变较少的学习策略也可能与更高的成绩相关。不幸的是，这项研究的样本量非常小，而且由于课程变化，当地无法获得更多数据。希望其他研究人员能够进一步评估这些观点。
