Martin Luther University Halle-Wittenberg, Institute of Medical Sociology, Magdeburger Str. 8, 06112, Halle (Saale), Germany.
BMC Med Educ. 2023 Feb 2;23(1):86. doi: 10.1186/s12909-023-04012-x.
In response to the spread of the coronavirus, educational institutions have been closed and digital education has become a new teaching method to ensure the continuity of medical education. Since this format was a new form of learning for students at medical faculties in Germany, little is known about the perception of it and the factors that contribute to successful mastery. The current study aimed to analyze students' learning experiences during the first online semester and to identify associations between learners' characteristics and enjoyment, mastery experiences, as well as the perceived stress level.
In this cross-sectional study, students of a medical faculty from Germany answered an online questionnaire including information about perceptions towards digital education and learners' characteristics (study skills and dispositions). Data were analyzed using multivariate linear regression analysis.
In total, 383 students responded to the online survey. A majority of students felt at least somewhat worse about their studies compared to before the pandemic. Success of study tasks was related to preferences for cooperative learning (B = - 0.063, p < .001) and success of study organization was associated to the use of metacognitive learning strategies (B = 0.019, p = .04). Enjoyment of studying in times of digital education was positively related to the use of metacognitive strategies (B = 0.049, p = .04) and self-efficacy (B = 0.111, p = .02). The perceived stress was influenced by cognitive strategies (B = 0.401, p = .02) and test anxiety (B = 0.466, p < .001).
Although students perceive digital teaching as a good alternative for big courses, those with low self-efficacy beliefs and low self-regulation have problems in coping with the demands of this learning format and need further support.
为应对冠状病毒的传播，教育机构已关闭，数字教育已成为确保医学教育连续性的一种新教学方法。由于这种格式对德国医学系的学生来说是一种新的学习形式，因此对其认知度以及有助于成功掌握的因素知之甚少。本研究旨在分析学生在第一个在线学期的学习经历，并确定学习者特征与享受、掌握经验以及感知压力水平之间的关联。
在这项横断面研究中，德国一所医学院的学生回答了一份在线问卷，其中包括对数字教育的看法以及学习者特征（学习技能和倾向）的信息。使用多元线性回归分析来分析数据。
共有 383 名学生对在线调查做出了回应。与大流行之前相比，大多数学生对自己的学习感到至少有些糟糕。学习任务的成功与对合作学习的偏好有关（B=-0.063，p<0.001），而学习组织的成功与元认知学习策略的使用有关（B=0.019，p=0.04）。在数字教育时代享受学习与使用元认知策略（B=0.049，p=0.04）和自我效能感（B=0.111，p=0.02）呈正相关。感知压力受认知策略（B=0.401，p=0.02）和考试焦虑（B=0.466，p<0.001）的影响。
尽管学生认为数字教学是大型课程的良好替代方法，但那些自我效能感低和自我调节能力低的学生在应对这种学习方式的要求时存在问题，需要进一步的支持。
