Ragaller Sophia Viktoria, Rother Johanna Flora, Aster Alexandra, Raupach Tobias
Institute of Medical Education, University Hospital Bonn, Venusberg-Campus 1, 53127 Bonn, Germany.
Med Sci Educ. 2025 Feb 15;35(3):1441-1449. doi: 10.1007/s40670-025-02324-9. eCollection 2025 Jun.
The shift to digital teaching and learning during the pandemic has had a lasting impact on how students study medicine. Understanding how medical students learn and which resources they use is essential for successfully implementing teaching innovations. In this cross-sectional survey at a German medical school, 340 students completed the LIST-K questionnaire to assess cognitive, metacognitive, and resource management learning strategies. Additionally, students provided information on their preferences regarding educational media and tools used during their study process. Data were analysed with a specific focus on differences between preclinical and clinical years of medical education. Students primarily used resource management strategies, such as effort and external sources of information, while cognitive strategies such as organisation and critical review were employed less frequently. There was a strong emphasis on using local exam questions and a commercial product providing past exam questions and supplemental content. When examining media and tool use in different phases of medical education, the most significant difference related to a less frequent use of textbooks and other literature in clinical compared to preclinical years. Our results highlight students' focus on assessment-oriented learning, particularly the use of past exam questions, suggesting a performance goal orientation rather than a mastery approach. However, due to its cross-sectional design, the study does not allow causal conclusions to be drawn. The heavy reliance on a commercial product not aligning with the local curriculum is concerning, and future studies should explore underlying reasons and potential interventions to address this unbalance.
The online version contains supplementary material available at 10.1007/s40670-025-02324-9.
疫情期间向数字化教学与学习的转变对医学生的学习方式产生了持久影响。了解医学生如何学习以及他们使用哪些资源对于成功实施教学创新至关重要。在德国一所医学院进行的这项横断面调查中，340名学生完成了LIST-K问卷，以评估认知、元认知和资源管理学习策略。此外，学生们还提供了他们在学习过程中对所使用的教育媒体和工具的偏好信息。数据分析特别关注医学教育临床前阶段和临床阶段之间的差异。学生主要使用资源管理策略，如努力和外部信息来源，而组织和批判性审查等认知策略的使用频率较低。学生非常重视使用本地考试题目以及一种提供过往考试题目和补充内容的商业产品。在考察医学教育不同阶段的媒体和工具使用情况时，最显著的差异在于与临床前阶段相比，临床阶段教科书和其他文献的使用频率较低。我们的结果凸显了学生对以评估为导向的学习的关注，特别是对过往考试题目的使用，这表明是成绩目标导向而非掌握方法。然而，由于其横断面设计，该研究无法得出因果结论。对一种与本地课程不一致的商业产品的严重依赖令人担忧，未来研究应探索其潜在原因和可能的干预措施以解决这种不平衡。
在线版本包含可在10.1007/s40670-025-02324-9获取的补充材料。
