Institute of Medical Education, LMU University Hospital, LMU Munich, Munich, Germany.
Leibniz-Institut für Wissensmedien, Tuebingen, Germany; Department of Educational Science, University of Potsdam, Germany.
Ann Anat. 2024 Oct;256:152320. doi: 10.1016/j.aanat.2024.152320. Epub 2024 Aug 25.
To learn and comprehend the large amount of information in gross anatomy, undergraduate students must self-regulate their learning to be properly prepared for the exams within the available time. Even though there are many studies on learning strategies and their influence on test results and motivation, the aim of this study is to investigate characteristics of learning strategies in detail and in relation to the anatomy course of first semester students and how their use is related to anatomy test performance. For assessing the learning strategies, we used the short version of the questionnaire "Learning Strategies of University Students" (LIST-K) (Klingsieck, 2018). Further, we investigated potential influences of motivation and resources used during the self-regulated learning process. The participants in this study (N = 108) filled in the above-mentioned questionnaire LIST-K and a written multiple-choice anatomy test. A k-means cluster analysis revealed three groups of students differing in their self-reported use of learning strategies. Students used either (1) predominantly metacognitive and resource-related strategies, (2) predominantly cognitive strategies, or (3) no specific learning strategies at all. We found no significant overall relationships between the use of learning strategies and test performance. A stepwise linear regression identified the use of cognitive learning strategies (β =.269) as a significant predictor for test performance (R² =.149, p =.003), possibly as these specific learning strategies help with a systematic and effective approach while studying anatomy and retrieving large amount of memorized information. Further, motivation was identified as a negative predictor (β = -.277), which might be a result of the short time periods students have to study for exams. Overall findings underline the importance of self-regulated learning as a positive predictor for academic performance. By understanding these factors, a more student-centered approach could be adopted by educators to improve medical education and equip students with valuable approaches for their continuous education, even beyond university.
为了学习和理解大体解剖学中的大量信息，本科生必须自我调节学习，以便在可用时间内为考试做好充分准备。尽管有许多关于学习策略及其对考试成绩和动机的影响的研究，但本研究的目的是详细研究学习策略的特征，并将其与第一学期学生的解剖学课程相关联，以及它们的使用如何与解剖学考试成绩相关联。为了评估学习策略，我们使用了“大学生学习策略”（LIST-K）问卷的简短版本（Klingsieck，2018 年）。此外，我们还调查了在自我调节学习过程中使用的动机和资源的潜在影响。本研究的参与者（N=108）填写了上述 LIST-K 问卷和书面多项选择解剖学测试。K 均值聚类分析显示，学生在自我报告的学习策略使用方面存在三种不同的群体。学生使用的学习策略要么（1）主要是元认知和资源相关策略，要么（2）主要是认知策略，要么（3）根本没有特定的学习策略。我们没有发现学习策略的使用与考试成绩之间存在显著的总体关系。逐步线性回归确定了认知学习策略的使用（β=.269）是考试成绩的显著预测因素（R²=.149，p=.003），这可能是因为这些特定的学习策略有助于在学习解剖学时采取系统和有效的方法，并检索大量记忆信息。此外，动机被确定为一个负预测因素（β=-.277），这可能是由于学生用于考试的时间很短。总体研究结果强调了自我调节学习作为学业成绩的积极预测因素的重要性。通过了解这些因素，教育工作者可以采取更以学生为中心的方法来改善医学教育，为学生提供宝贵的方法，以便他们在继续接受教育，甚至超越大学教育时，也能继续学习。
