Husmann Polly R, Gibson Daniel P, Davis Elizabeth M
Indiana University School of Medicine, 104 Jordan Hall, 1001 E. 3rd St, Bloomington, IN 47405 USA.
Med Sci Educ. 2020 Jun 9;30(3):1231-1243. doi: 10.1007/s40670-020-00998-x. eCollection 2020 Sep.
Investigations into medical student study strategies have seen an increase in recent years, but we have also seen a move to more integrated medical curricula during this time. This manuscript endeavors to assess the changes in study plans and students' reported study strategies that are associated with a move from a traditional stand-alone anatomy curriculum to an integrated, standardized curriculum. Previously validated study strategy surveys were given to medical students at the beginning of their anatomy course and again at the end of the course. These responses were then correlated with basic demographic information and outcomes in anatomy. Results indicate that this change in curriculum does correlate with changes to students' study plans and reported study strategies. In particular, the plans for and use of web-based resources appear higher in the new curriculum while the use of self-quizzing and attendance appear lower, with potentially negative implications for understanding and long-term retention. Differences were also seen between genders and student ages. Finally, a few associations with outcomes are also noted for increased use of web-based resources and student confidence going into the exam.
近年来，对医学生学习策略的研究有所增加，但在此期间我们也看到了向更综合的医学课程的转变。本手稿旨在评估与从传统的独立解剖学课程转向综合标准化课程相关的学习计划和学生报告的学习策略的变化。在解剖学课程开始时和课程结束时，向医学生发放了先前经过验证的学习策略调查问卷。然后将这些回答与基本人口统计学信息和解剖学成绩相关联。结果表明，课程的这种变化确实与学生学习计划和报告的学习策略的变化相关。特别是，在新课程中，基于网络资源的规划和使用似乎更多，而自我测试和出勤的使用似乎更少，这可能对理解和长期记忆产生负面影响。在性别和学生年龄之间也存在差异。最后，还注意到基于网络资源的更多使用与考试前学生信心之间存在一些与成绩的关联。
