Relationship between assessment results and approaches to learning and studying in Year Two medical students

Reid, William A.; Duvall, E.; Evans, Peter

doi:10.1111/j.1365-2923.2007.02801.x

“…The use of these assessment methods in the curriculum of medical education has promoted an integrated approach to learning anatomy. Several studies showed that this integrated approach improves student participation and understanding [20,21].…”

Section: Introducing Clinical Reasoning Into the Teaching Of Anatomymentioning

confidence: 99%

Cephalic Index in Sexual Dimorphism and Racial Diversity: A Mini Review

Orish

¹

2018

MOJAP

View full text Add to dashboard Cite

Recent years have seen significant advances in the field of anatomical pedagogy. Among these major advances, the introduction of clinical reasoning in the early years of the medical curriculum has modified and modernized the approach to teaching anatomy. At the Faculty of Medicine of the Gaston Berger University of Saint-Louis, conventional high-school teaching has been enriched by this new teaching method.Clinical reasoning is the foundation of medical practice, it brings together processes of thought and decision making that allow the clinician to take the most appropriate actions in a specific context of problem solving. However, learning and teaching clinical reasoning are particularly demanding, especially in a discipline such as anatomy, and during first years of the medical curriculum. Apart from the basic knowledge of anatomy, clinical reasoning also requires cognitive abilities from students. Despite these difficulties, the teaching of anatomy can be an interesting basis for learning and practicing clinical reasoning.Our experience shows that even at the beginning of their curriculum, medical students may be confronted with clinical situations. In anatomy, this scenario improves the motivation and understanding of students. Moreover, it represents an exercise in which students feel valued because they are playing their future role in the care team.

show abstract

“…12 The intended characteristics are in terms of the viewpoint of the learning process as the basis for the emergence of an active or passive attitude to learn. 13,14 In this study, the initiative to do adequate preparation for learning was a form of active attitude, while the inadequate preparation for learning was considered a passive attitude that led the students to learn for granted. Students' who have adequate preparation of their learning strategies have the character of 'deep approach learning', whereas students with inadequate preparation of their learning strategies have the character of 'surface approach learning'.…”

Section: Discussionmentioning

confidence: 99%

“…If the purpose of the learning process is understanding, then deep approach learning is a better than the surface approach. [13][14][15][16] Therefore, in clinical learning, the implementation of learning strategies should be done with adequate preparation rather than inadequate preparation. However, this study found a higher tendency of the students towards the learning strategies with inadequate preparation.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Effects of Numerical Requirement System on Students' Learning Strategies

Handayani¹,

Claramita²,

Rahayu³

2015

View full text Add to dashboard Cite

Research on the impacts of the 'requirement system' on student learning is still rare, however the system is still widely applied by Dental Schools in many countries. The major consequent of this system is the unpreparedness of students' learning prior to presenting patients with particular complaints. Objective: This study aimed to explore the effect of the 'requirement system' on students' learning strategy in Dental Education University of Jenderal Soedirman, Purwokerto, Indonesia. Methods: This was a qualitative-phenomenography study. The collection of data was through observations and interviews. The number of subjects was 13 students of the same batch in a clinical education level, determined by purposive sampling. Observations by 2 clinical teachers were done in advance and lasted for six weeks, followed by in-depth interviews. The analysis followed the phenomenography method. Results: Interviews revealed that application of the 'requirement system' had prompted the students to get the patients and to learn or not learn correspondingly to the specified cases. Students will have adequate preparation to learn if they are motivated to discuss with the teachers, having previous experiences, and if the patient is perceived to be special. Inadequate preparation of learning occurred when students felt tired, insufficient time between patients' arrival and presentation in front of clinical teachers, and repetition of the case. Observations revealed that preparation for learning did not consequently lead to students' performance in doing clinical work. 'Well-done' up to 'less than expected' performances were found in both single-cases as well repetition-cases. Conclusion: 'Requirement system' driven students' preparation for learning. However, number of cases did not. Modifying the 'requirement system' and improving the quality of clinical supervision are two important things suggested by this study.

show abstract

“…Several studies showed that this integrated approach improves student participation and understanding. 20,21 Our analysis may have some limitations. Indeed, it reflects only reflections on the faculty of medicine of Saint-Louis.…”

Section: Introducing Clinical Reasoning Into the Teaching Of Anatomymentioning

confidence: 99%

Anatomy and Clinical Reasoning

Nyemb¹

2018

MOJAP

0

View full text Add to dashboard Cite

Recent years have seen significant advances in the field of anatomical pedagogy. Among these major advances, the introduction of clinical reasoning in the early years of the medical curriculum has modified and modernized the approach to teaching anatomy. At the Faculty of Medicine of the Gaston Berger University of Saint-Louis, conventional high-school teaching has been enriched by this new teaching method.Clinical reasoning is the foundation of medical practice, it brings together processes of thought and decision making that allow the clinician to take the most appropriate actions in a specific context of problem solving. However, learning and teaching clinical reasoning are particularly demanding, especially in a discipline such as anatomy, and during first years of the medical curriculum. Apart from the basic knowledge of anatomy, clinical reasoning also requires cognitive abilities from students. Despite these difficulties, the teaching of anatomy can be an interesting basis for learning and practicing clinical reasoning.Our experience shows that even at the beginning of their curriculum, medical students may be confronted with clinical situations. In anatomy, this scenario improves the motivation and understanding of students. Moreover, it represents an exercise in which students feel valued because they are playing their future role in the care team.

show abstract

Relationship between assessment results and approaches to learning and studying in Year Two medical students

Cited by 97 publications

References 16 publications

Cephalic Index in Sexual Dimorphism and Racial Diversity: A Mini Review

Cephalic Index in Sexual Dimorphism and Racial Diversity: A Mini Review

Effects of Numerical Requirement System on Students' Learning Strategies

Anatomy and Clinical Reasoning

Contact Info

Product

Resources

About