Gardner Graham, Feldman Moshe, Santen Sally A, Mui Paulius, Biskobing Diane
Department of Surgery, VCU, Richmond, VA USA.
School of Medicine, VCU, Richmond, VA USA.
Med Sci Educ. 2022 Jul 8;32(4):883-890. doi: 10.1007/s40670-022-01581-2. eCollection 2022 Aug.
Attendance at in-person lectures in medical schools is declining with nearly 28.8% of all active, second-year medical students who reported "almost never" attending in-person lectures during their preclinical years. The objective of this study was to explore the relationship between medical student attendance and performance and investigate students' goal orientation as factors influencing their decision to attend.
Participants completed a survey at the end of their second year that asked to self-report attendance during each of the three preclinical semesters, factors that influenced attendance, and measured their goal orientation (GO). Student performance outcomes included all courses in the preclinical curriculum and USMLE Step 1 scores.
There was a statistically significant reduction in frequency of attendance after each subsequent semester ( < .001). Third semester attendance, but not learning GO, was positively related to M2 course performance. Prove performance GO was positively related and third semester attendance was negatively related to Step 1 score after controlling for M2 course performance.
The pattern of declining lecture attendance in medical school with the rapid adoption of virtual learning triggered by the Covid-19 pandemic indicates students have taken more control over where and when they learn. Our results showed that students perceived in-person attendance at lectures was more valuable for balancing keeping up with coursework and maintaining social relationships and less valuable for efficient Step 1 preparation. Students' goal orientation may help identify individuals who are less likely to attend in-person. The full impact of the COVID-19 on student learning is yet to be determined.
医学院校面授课程的出勤率正在下降，近28.8%的活跃二年级医学生表示在临床前阶段“几乎从不”参加面授课程。本研究的目的是探讨医学生出勤与成绩之间的关系，并调查学生的目标导向作为影响其出勤决定的因素。
参与者在二年级末完成一项调查，要求他们自我报告临床前三个学期中每个学期的出勤情况、影响出勤的因素，并测量他们的目标导向（GO）。学生成绩结果包括临床前课程的所有课程以及美国医师执照考试第一步（USMLE Step 1）的分数。
在随后的每个学期后，出勤率在统计学上都有显著下降（<0.001）。第三学期的出勤情况与M2课程成绩呈正相关，但学习目标导向与成绩无关。在控制了M2课程成绩后，证明性表现目标导向与成绩呈正相关，第三学期出勤情况与第一步考试分数呈负相关。
医学院校面授课程出勤率下降的模式，以及由新冠疫情引发的虚拟学习的迅速采用，表明学生对学习地点和时间有了更多掌控。我们的结果表明，学生认为参加面授课程对于平衡跟上课程进度和维持社交关系更有价值，而对于高效备考第一步考试的价值较小。学生的目标导向可能有助于识别那些不太可能参加面授课程的个体。新冠疫情对学生学习的全面影响尚待确定。
