Department of Family Medicine, School of Medicine, University of Kansas Medical Center, Salina, KS, USA.
Teaching and Learning Center, University of Tennessee Health Science Center, Memphis, TN, USA.
BMC Med Educ. 2024 Oct 21;24(1):1181. doi: 10.1186/s12909-024-06168-6.
Practice questions are highly sought out for use as a study tool among medical students in undergraduate medical education. At the same time, it remains unknown how medical students use and incorporate practice questions and their rationales into their studies. To explore this heavily relied upon study strategy, semi-structured interviews were conducted with second-year medical students to assess how they approach using practice questions. Qualitative thematic analysis revealed several recurrent themes: (1) Medical students use practice questions for primary learning, (2) Medical students place more importance on the rationale of a practice question versus selecting the right answer, and (3) Medical students view practice questions as being designed to be used once or having a single-use. Together, these themes provide insight into how medical students use practice questions to study, which may guide medical educators in their creation of practice questions with appropriate rationales and provide foundational data for future mixed methods analyses seeking to generalize these findings.
练习题在医学本科生教育中作为学习工具备受推崇。与此同时，医学生如何使用和将练习题及其答案纳入学习过程仍不得而知。为了探索这种广泛依赖的学习策略，对二年级医学生进行了半结构化访谈，以评估他们如何处理练习题。定性主题分析揭示了几个反复出现的主题：（1）医学生将练习题作为主要学习手段，（2）医学生更重视练习题答案的原因，而不是选择正确答案，（3）医学生认为练习题的设计是一次性使用的。这些主题共同深入了解了医学生如何使用练习题进行学习，这可能为医学教育工作者提供指导，帮助他们创建具有适当答案解析的练习题，并为未来旨在推广这些发现的混合方法分析提供基础数据。
