Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout

Barbosa, Joselina; Silva, Álvaro; Ferreira, Maria Amélia; Severo, Mílton

doi:10.20344/amp.8350

Cited by 24 publications

(26 citation statements)

References 29 publications

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“…The time devoted to study was estimated using a retrospective self-study frequency questionnaire that asked students to record their frequency of study throughout the academic year (including mean hours of study on a given day) (Barbosa et al 2016). This was achieved through two questions: (1) 'How often did you study outside the classroom for learning purposes, whether for class assignments, group work, or studying for an examination?…”

Section: Study Timementioning

confidence: 99%

Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen’s achievement? A longitudinal study on the educational transition from secondary school to medical school

Barbosa

Silva

Ferreira

et al. 2018

Adv in Health Sci Educ

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One of the most important factors that makes the transition from secondary school to medical school challenging is the inability to put in the study time that a medical school curriculum demands. The implementation of regulated learning is essential for students to cope with medical course environment and succeed. This study aimed to investigate the reciprocal relationships between self-regulated learning skills (SRLS) and academic workload (AW) across secondary school to medical school transition. Freshmen enrolled in medical school (N = 102) completed questionnaires at the beginning and at the end of their academic year, assessing AW (measured as study time hours and perceived workload), SRLS (planning and strategies for learning assessment, motivation and action to learning and self-directedness) and academic achievement. An exploratory factor analysis (EFA) and a longitudinal path analysis were performed. According to the EFA, study time and perceived workload revealed two factors of AW: students who had a high perceived workload also demonstrated increased study time (tandem AW); and those who had a low perceived workload also demonstrated increased study time (inverse AW). Only a longitudinal relationship between SRLS and AW was found in the path analysis: prior self-directedness was related to later tandem AW. Moreover, success during the first year of medical school is dependent on exposure to motivation, self-directedness and high study time without overload during secondary school and medical school, and prior academic achievement. By better understanding these relationships, teachers can create conditions that support academic success during the first year medical school.

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Section: Study Timementioning

confidence: 99%

Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen’s achievement? A longitudinal study on the educational transition from secondary school to medical school

Barbosa

Silva

Ferreira

et al. 2018

Adv in Health Sci Educ

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“…12 Os alunos inseridos numa atividade extracurricular parecem dar menor importância à 'pressão ambiental', de onde se conclui que, provavelmente, as atividades extracurriculares desempenham um papel protetor, pelo desenvolvimento de capacidades que ajudam a lidar melhor com pressões ou dificuldades. 9 Este estudo, ao compreender os principais motivos por detrás da vulnerabilidade ao stress psicológico nos estudantes do MIM-FMUC, promove o pensar de táticas dirigidas à prevenção de tal vulnerabilidade, nomeadamente o desenvolvimento de capacidade organizativa e de aquisição de métodos de estudo logo no ensino secundário 19 ; a formação dos alunos acerca do stress psicológico 7,13 e seu alívio 1,5,8 ; a disponibilização e facilitação de suporte psicossocial 1,7 por parte de alunos mais velhos, 5 professores, psicólogos ou colegas, incluindo a promoção de atividades de grupo e de programas curriculares/extracurriculares que promovam a cooperação entre alunos 13 ; a formação dos professores e assistentes para estratégias educativas, preventivas do stress negativo e promotoras do bem-estar e adequada aprendizagem dos alunos 13 ; a partilha de experiências por parte de médicos séniores, 18 focando a incerteza presente em todos os atos da profissão numa perspetiva humanista e contemporânea da medicina, 7 e mesmo técnicas cognitivas comportamentais positivas. 21 O perfeccionismo socialmente prescrito, que poderá comprometer a auto-eficácia académica e estar na base do burnout em estudantes e em futuros médicos, 22 não foi por nós abordado, considerando-se relevante a sua exploração em futuros trabalhos.…”

Section: Amp Studentunclassified

Motivos para o Perfeccionismo e Intolerância à Frustração nos Estudantes de Medicina da Universidade de Coimbra

2018

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Introduction: Perfectionism and intolerance to frustration are the main factors of vulnerability to psychological stress observed in students of the Integrated Master Degree in Medicine of the Faculty of Medicine, University of Coimbra, a study claims. We aimed to ascertain their reasons, seeking for their prevention.Material and Methods: An observational triangulation study was performed, collecting the main reasons according to the opinion of a students focus-group, organized in a questionnaire completed with epidemiologic data, applied online to all students of the Integrated Master Degree in Medicine of the Faculty of Medicine, University of Coimbra. Statistical analysis was performed.Results: A representative sample, of n = 368, 77.7% female, was studied. The most important responded reasons were ‘intrinsic factors’ and ‘medical profession demands’, with, respectively, 91.1% and 91.8% of ’important’/’very important’ answers; ‘environmental pressure’ is the less important, with 68.2% attributing those classifications. Students satisfied with curricular life attribute less importance to ’environmental pressure’ (p = 0.004), ‘insecurity about professional training’ (p = 0.017), ‘curricular evaluation methods’ (p = 0.002) and ‘Integrated Master Degree in Medicine of the Faculty of Medicine, University of Coimbra curricular demands’ (p = 0.002); female students assign more importance to ‘Integrated Master Degree in Medicine curricular demands’ (p = 0.001); students involved in an extracurricular activity consider less important the ‘environmental pressure’ (p = 0.007).Discussion: In this Integrated Master Degree in Medicine of the Faculty of Medicine, University of Coimbra students sample, vulnerability to psychological stress associated to perfectionism and intolerance to frustration is due essentially to self-demanding personality. Insecurity about professional demands, associated to suffering in anticipation and the absence of professional perspectives, represent another important cause.Conclusion: Psychological support, involvement in specific extracurricular activities and curricular reorganisation appear to be means of reducing the vulnerability to stress in medical students.

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“…Additionally, for FR, self-study was the reported frequency category converted to mean times/week (ex: 2 to 3 times per month = 2.5/4 = 0.625) and multiplied by the number of self-study hours. This method has already been used in another study (Barbosa, Silva, Ferreira, & Severo, 2016).…”

Section: Self-study Hoursmentioning

confidence: 99%

Validation of a Self-report Tool to Measure Self-study in Medical School – Applying the Triads Method

Barbosa

Silva

Ferreira

et al. 2018

EURASIA J MATH SCI T

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Many students have difficulty mastering the demands of medical courses. Applying the Triads method, the present research compares the validity of three self-reported methods that measure self-study hours in a medical course. Thirty randomly selected students participated in this study. Three surveys were developed: continuous weekly records (WR) and two end-course retrospective self-reported surveys, AR (asking average hours/week during academic year) and FR (asking study frequency throughout academic year and mean hours of studying on a given day). Validity coefficients (VCs), which measure the correlation between observed and "true" self-study, were estimated using the Triads method. The estimated VC was 0.86, 0.94 and 0.87 for WR, FR and AR, respectively. Therefore, given the demands of WR and, since FR showed more accuracy than AR, we propose a novel method, FR, to retrospectively estimate self-study in a medical course.

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Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout

Cited by 24 publications

References 29 publications

Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen’s achievement? A longitudinal study on the educational transition from secondary school to medical school

Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen’s achievement? A longitudinal study on the educational transition from secondary school to medical school

Motivos para o Perfeccionismo e Intolerância à Frustração nos Estudantes de Medicina da Universidade de Coimbra

Validation of a Self-report Tool to Measure Self-study in Medical School – Applying the Triads Method

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