导致本科医学生学业失败的因素——早期预测以预防。

Factors leading to the academic failure of undergraduate medical students - Predict early to prevent.

作者信息

Rashid Azhar, Yasmeen Rahila, Ahmed Rehan, Jawed Khaulah

机构信息

Prof. Dr. Azhar Rashid, MBBS, FCPS, OJT, MSc (Defense & Strategic Studies), CHPE, MHPE. Dean FHMS/Principal, Islamic International Medical College, Riphah International University, Islamabad Pakistan.

Prof. Dr. Rahila Yasmeen, BDS, MHPE, (PhD Scholar), Dean & Head of Medical Education Dept., Riphah University, Rawalpindi, Pakistan.

出版信息

Pak J Med Sci. 2022 Nov-Dec;38(8):2071-2075. doi: 10.12669/pjms.38.8.5951.

DOI:10.12669/pjms.38.8.5951

PMID:36415249

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9676603/

Abstract

OBJECTIVES

The main objective of the study was to explore the factors to predict academic failure before the first major assessment.

METHODS

An exploratory qualitative study was conducted from March 2021 to August 2021 at Riphah International University. Using the purposive sampling technique, 16 students and seven teachers were included in the study. Eight online interviews were conducted with students who were academic failures and two focus group discussions were held with eight high achievers and seven teachers. The data was analyzed and thematic analysis was done.

RESULTS

Thematic analyses deduced relevant themes which were: Educational Journey Does past matter? Essential for learning, Personality and psychological make-up, and assessment of behaviour. The factors identified were performance record, learning difficulty, educational dislocation, missionless and purposeless, against free will, tuition, poor self-regulation, low effort, procrastination, non-reflective practice, cognitive load mismanagement, limited remediation, hesitant help-seeking, low self-efficacy, introvert behaviour, demotivation, emotional imbalance, observation of student behaviour, assessment of assigned task.

CONCLUSION

Academic failure can be predicted early and salvaged.

摘要

目的

本研究的主要目的是探索在首次重大评估之前预测学业失败的因素。

方法

2021年3月至2021年8月在里法国际大学开展了一项探索性定性研究。采用立意抽样技术，16名学生和7名教师被纳入研究。对学业失败的学生进行了8次在线访谈，并与8名成绩优异的学生和7名教师进行了2次焦点小组讨论。对数据进行了分析并开展了主题分析。

结果

主题分析得出了相关主题，即：教育历程过去重要吗？学习的要素、个性与心理构成以及行为评估。确定的因素包括成绩记录、学习困难、教育脱节、无目标无方向、违背自由意志、课外辅导、自我调节能力差、努力程度低、拖延、缺乏反思性实践、认知负荷管理不当、补救措施有限、寻求帮助迟疑、自我效能感低、内向行为、动力不足、情绪失衡、对学生行为的观察、对布置任务的评估。