A STUDY ON LEARNING STRATEGIES OF MEDICAL STUDENTS

Serap Konakcı; Serpil Velipaşaoğlu; Berna Musal

Araştırma Makalesi

TIP FAKÜLTESİ ÖĞRENCİLERİNDE ÖĞRENME STRATEJİLERİ ALANINDA BİR ÇALIŞMA

Yıl 2017, Cilt: 16 Sayı: 50, 31 - 42, 29.12.2017

Serap Konakcı Serpil Velipaşaoğlu Berna Musal

Öz

Background: One of the goals of
medical education should be not only to provide basic knowledge and skills but
also to train physicians who have self-regulation skills of their own learning
considered to be a life-long learning skill. Students with self-regulation skills
can control the learning process and make necessary arrangements by using
cognitive and metacognitive strategies. There is an obvious relationship
between self-regulated learning and concepts of metacognition, learning
strategies and motivation. Learning strategies can be learned and taught.
Education provided in this area is reported to increase students' knowledge and
implementation of learning strategies and to have positive effects on their
motivation and performance.

The study aims to investigate the relationship between
metacognitive awareness and learning strategies training on the implementation
of learning strategies.

Methods: The study population comprised 315 first-year
students studying at Dokuz Eylul University Faculty of Medicine in the
2012-2013 academic year.
In the study,
the students had the training on learning strategies after they were
administered the Learning Strategies Inventory as the pretest in January 2013.
Descriptive variables and Metacognitive Awareness Inventory were also
implemented during the pretest. The Learning Strategies Scale was administered
as the posttest in May 2013.

Results: Eighty-four students who responded the questions in the pretest and
posttest, and participated in the learning strategies training comprised the
study sample. In this study, the mean posttest scores for the overall Learning
Strategies Inventory and its social-kinesthetic strategies and elaboration
strategies subscales were found to be significantly higher than those of the
pretest. A weak positive relationship was found between the mean scores
obtained from the repetition strategies and metacognitive awareness levels.

Conclusion: It is thought that there is a relationship between
learning strategies training and implementation of learning strategies, and
that training to be conducted on this issue can contribute to the
implementation of the strategies.

Anahtar Kelimeler

öğrenme stratejileri, öğrenme stratejileri eğitimi

Kaynakça

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