Newble D I, Gordon M I
Med Educ. 1985 Jan;19(1):3-8. doi: 10.1111/j.1365-2923.1985.tb01132.x.
Recent research indicates that students' learning styles and approaches to study may have a significant bearing on their academic success. A study was undertaken on first-, third- and final-year medical students to analyse their preferred learning styles and approaches to study, using the Lancaster Approaches to Learning Inventory. The results showed that students entering the medical school had preferences which were more similar to science students' than arts students'. The medical students had high scores on reproducing orientation (surface approach) in all years tested. The first-year students had low scores on meaning orientation (deep approach) but the scores from students in later years showed a progressive rise. The implications of these results with regard to selection, teaching and assessment are explored. However, this preliminary study does not allow us to differentiate between the effect of student preference and that of the context and the environment in which they study.
近期研究表明，学生的学习风格和学习方法可能对其学业成绩产生重大影响。一项针对大一、大三和大四医学生的研究采用兰卡斯特学习方法量表，分析了他们偏爱的学习风格和学习方法。结果显示，进入医学院的学生的偏好与理科学生更为相似，而非文科学生。在所有测试年份中，医学生在复制取向（表面方法）方面得分较高。大一学生在意义取向（深层方法）方面得分较低，但后期学生的得分呈逐步上升趋势。本文探讨了这些结果在选拔、教学和评估方面的意义。然而，这项初步研究无法让我们区分学生偏好的影响与他们学习的背景和环境的影响。
