Effects of a Metacognitive Intervention on Students’ Approaches to Learning and Self-Efficacy in a First Year Medical Course

Papinczak, Tracey; Young, Louise; Groves, Michele; Haynes, Michele

doi:10.1007/s10459-006-9036-0

Cited by 91 publications

(100 citation statements)

References 49 publications

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“…Contextual factors which are considered important include previous educational experiences, particularly the learning environments, characteristics of the academic discipline and the manner in which teaching, learning and assessment are conducted (Vermunt 2005). This approach, offering a much broader perspective on other factors that influence student learning, is supported by the findings of a recent study in which first-year medical students reverted from a deep learning approach to a superficial approach despite a programme of metacognitive activities designed to facilitate deep learning (Papinczak et al 2008).…”

Section: Introductionmentioning

confidence: 99%

Alienation and engagement in postgraduate training at a South African medical school

et al. 2011

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Background: The importance of contextual factors, such as the learning environment and sociocultural characteristics of the student, are becoming increasingly evident. Mann [2001. Alternative perspectives on the student experience: Alienation and engagement. Stud High Educ 26(1): 7-19.] proposed that all learning experiences can be viewed as either alienating or engaging and Case expanded on this work. Aim: The purpose of this study was to explore perceptions of alienation or engagement as experienced by residents in anatomical pathology at one South African university. Method: A cross-sectional case study, with 16 semi-structured interviews was conducted. Residents were categorised as either alienated or engaged, based mainly on workplace experiences. Results: Four relevant dimensions were identified; individual, home, workplace and institution. The personal attributes, strategies for coping and reasons for choosing pathology of alienated residents differed from those with engaged experiences. Poor socioeconomic background and schooling did not lead to predominantly alienating experiences, but this group still lacked some generic skills. In the workplace, two main factors resulting in alienated experiences were the interaction between residents and consultants and residents' comprehension of workplace-based learning. Conclusions: We present a simple model which may be used to identify factors that engage and alienate students in the learning experience in the workplace-based setting. Addressing these factors can contribute towards a more engaging experience for all residents.

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Section: Introductionmentioning

confidence: 99%

Alienation and engagement in postgraduate training at a South African medical school

et al. 2011

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“…However, looking at individual studies effect sizes, it was striking to see that they ranged from −0.53 to 0.93 for the deep approach, and from −0.50 to 0.50 for the surface approach. The density of the curriculum, unclear goals, perception of cognitive load, insufficiently aligned assessment and workload were some of the factors that have been shown to counter-influence the desired outcome of PBL and other constructivist learning environments on stimulation of deep approach [12,44,47–49]. In this line, a previous study suggested that the practice of PBL may evolve along a PBL-based curriculum and move away from the original model [50].…”

Section: Discussionmentioning

confidence: 99%

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Gustin

Abbiati

Bonvin

et al. 2018

Medical Education Online

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Students’ approaches to learning are central to the process of learning. Previous research has revealed that influencing students’ approaches towards deep learning is a complex process and seems much more difficult than expected, even in student-activating learning environments. There is evidence that learning approaches are impacted not only by the learning environment, but also by how students perceive it. However the nature of the links between the environment itself, the way in which it is perceived by students and students’ learning approaches is poorly understood. This study aimed at investigating the relationships between students’ perception of their educational context and learning approaches in three learning environments differing by their teaching formats (lecture or problem-based-learning PBL) and integration level of the curriculum (traditional or integrated). We tested the hypothesis that a PBL format and an integrated curriculum are associated to deeper approaches to learning and that this is mediated by student perception. The study sample was constituted of 1394 medical students trained respectively in a traditional lecture-based (n = 295), in an integrated lecture-based (n = 612) and in an integrated PBL-based (n = 487) curricula. They completed a survey including the Dundee-Ready-Educational-Environment-Measure (students’ perceptions of the educational environment) and the Revised-Study-Process-Questionnaire (learning approaches). Data were analysed by path analysis. The model showed that the learning environment was related to students’ learning approaches by two paths, one direct and one mediated via students’ perception of their educational context. In the lecture-based curricula students’ used deeper approaches when it was integrated and both paths were cumulative. In the PBL-based curriculum students’ did not use deeper approaches than with lectures, due to opposite effects of both paths. This study suggested that an integrated lecture-based curriculum was as effective as a PBL curriculum in promoting students’ deep learning approaches, reinforcing the importance of integrating the curriculum before choosing the teaching format.

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“…dimiento académico y que se relaciona con el enfoque profundo de aprendizaje (25,26) . Por otra parte, existen resultados contradictorios en relación a la edad y los enfoques de aprendizaje (26,27) .…”

Section: Discussionunclassified

Enfoques de aprendizaje y rendimiento académico en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos

Pastor¹,

Barrón²

2017

An Fac med

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Resumen Introducción. Cada año, miles de estudiantes de medicina se enfrentan al desafío de superar las asignaturas para adquirir las competencias para sus actividades profesionales. El éxito de la vida estudiantil en camino a la profesión depende de muchos factores incluyendo los enfoques de aprendizaje. Objetivo. Determinar los enfoques de aprendizaje predominantes de los estudiantes de medicina del primer año y su relación con el rendimiento académico. Diseño. Estudio observacional, descriptivo, de corte transversal, cuantitativo. Lugar. Facultad de Medicina, Universidad Nacional Mayor de San Marcos, Lima, Perú. Participantes. Estudiantes de la Facultad de Medicina. Intervenciones. A 130 estudiantes de la Facultad de Medicina matriculados en la asignatura de Biología celular y molecular, se aplicó una versión corta del cuestionario Approaches and Study Skills Inventory for Students (ASSIST) y se evaluó la relación de enfoques de aprendizaje con rendimiento académico. La asociación de las subescalas del cuestionario se evaluó mediante análisis factorial y la consistencia interna mediante análisis alfa de Cronbach. La relación de cada enfoque de aprendizaje y el rendimiento académico se evaluó mediante análisis de regresión. El efecto de la edad, sexo y sus interacciones con cada enfoque de aprendizaje se evaluó con la prueba ANOVA de dos vías. Principales medidas de resultados. Puntaje de los enfoques de aprendizaje profundo, estratégico y superficial. Resultados. El puntaje total de los enfoques de aprendizaje profundo, estratégico y superficial fueron 22,4, 20,4 y 15,4, respectivamente. Hubo correlación significativa entre la puntuación de exámenes teóricos y enfoque estratégico (p=0,004). No se encontraron diferencias con relación a edad y sexo. Conclusiones. El enfoque profundo fue el predominante en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos. Se encontró correlación significativa entre el enfoque estratégico y el rendimiento académico. Palabras clave. Enfoques de Aprendizaje; Cuestionario ASSIST; Estudiantes de Medicina; Rendimiento Académico. Abstract Introduction: Every year thousands of medical students face the challenge of overcoming academic subjects to acquire skills for their professional activities. The success of the student's life on the way to the profession depends on many factors including learning approaches. Objective: To determine the predominant learning approaches in the first year medical students and their relationship to academic achievement. Design: Observational, descriptive, quantitative study. Institution: Faculty of Medicine, Universidad Nacional Mayor de San Marcos, Lima, Peru. Participants: Medical students. Interventions: The short version of the questionnaire Approaches and Study Skills Inventory for Students (ASSIST) was applied to 130 first year medical students enrolled in the Cellular and Molecular Biology subject; the relationship of learning approaches with academic performance was evaluated. The association of the subscales w...

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Effects of a Metacognitive Intervention on Students’ Approaches to Learning and Self-Efficacy in a First Year Medical Course

Cited by 91 publications

References 49 publications

Alienation and engagement in postgraduate training at a South African medical school

Alienation and engagement in postgraduate training at a South African medical school

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Enfoques de aprendizaje y rendimiento académico en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos

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