Learning approach preferences of medical students in different grades

Year 2020, Volume: 45 Issue: 3, 1051 - 1060, 30.09.2020

Sevgi Turan , Dilek İlhan Beyaztaş , Arif Onan , Melih Elçin

https://doi.org/10.17826/cumj.689968

Cited By: 1

Abstract

Purpose: In order to support medical students’ learning- the manner in which their learning occurs - the quality and development of the learning process needs to be better understood. This research aims to determine the learning approaches preferred by medical school students and the changes that occur over time.
Materials and Methods: A Cross-sectional study was applied, including in the follow-up study. The study group comprised first-year students enrolled at Hacettepe University Faculty of Medicine from 2011 to 2015 (n = 2714). The follow-up study was conducted in May 2016. This time 1195 students participated. The “Learning Approaches and Study Skills Scale” (ASSIST) was utilized. The scores of the students' learning approaches in the first year were compared to examine the changes in the learning approaches they preferred in the research over the years. In addition, students' first and second scores were compared.
Results: Participation rate of the study was 80%. Students who completed the ASSIST both times (n = 1195) resulted in a response rate of 55%. Learning approaches scores of students between 2011 and 2014 were ranked strategic, deep, and surface learning approaches, respectively. However, in 2015 it was ranked deep, strategic, and surface learning. cohorts. Medical students preferred the strategic learning approach in the first year. Their preference differed in the second assessment. Surface learning scores increased when compared with the first assessment.
Conclusion: Learning skills of students should be supported not only in the first year but also throughout the entire teaching period. Strategic and deep learning scores decreased in the second assessment, while the mean score of the surface learning approach increased in all.

Keywords

learning approaches, medical students, learning preferences, learning skills, medical education

Supporting Institution

Hacettepe University Scientific Research Coordination Unit

Project Number

Project Number: THD-2016-11789

Farklı düzeylerdeki tıp fakültesi öğrencilerinin öğrenme yaklaşımı tercihleri

Abstract

Amaç: Tıp öğrencilerinin öğrenmelerini desteklemek için - öğrenmelerinin gerçekleşme şekli - öğrenme sürecinin kalitesi ve gelişiminin daha iyi anlaşılması gerekmektedir. Bu araştırma tıp fakültesi öğrencileri tarafından tercih edilen öğrenme yaklaşımlarını ve zaman içinde meydana gelen değişiklikleri belirlemeyi amaçlamaktadır.
Gereç ve Yöntem: İzlem çalışması dahil olmak üzere kesitsel bir çalışma yapılmıştır. Çalışma grubunu 2011-2015 yılları arasında Hacettepe Üniversitesi Tıp Fakültesi'ne kayıtlı birinci sınıf öğrencileri (n = 2714) oluşturmaktadır. İzlem çalışması Mayıs 2016'da 1195 öğrenci katılımıyla gerçekleştirilmiştir. Araştırmada Öğrenme Yaklaşımları ve Çalışma Becerileri Ölçeği” kullanılmıştır. Çalışmada öğrencilerin yıllar içinde tercih ettikleri öğrenme yaklaşımlarındaki değişiklikleri incelemek amacıyla ilk yıl öğrenme yaklaşımlarının puanları karşılaştırılmıştır. Ek olarak öğrencilerin ilk ve ikinci puanları da karşılaştırılmıştır.
Bulgular: Çalışmaya katılım oranı %80'dir. Çalışma ASSIST ölçeğini iki kez yanıtlayan öğrencilerin oranı (n = 1195) ise %55'dir. 2011-2014 yılları arasında öğrencilerin öğrenme yaklaşımları puanları sırasıyla stratejik, derin ve yüzeysel öğrenme yaklaşımları olarak sıralanmıştır. Bununla birlikte, 2015 yılı kohort puanları derin, stratejik ve yüzeysel öğrenme olarak sıralanmıştır. Tıp öğrencileri ilk yıl stratejik öğrenme yaklaşımını tercih ettikleri görülmektedir. İkinci değerlendirmede tercihleri farklılaşmaktadır. Yüzeysel öğrenme puanları ilk değerlendirmeye göre artmıştır.
Sonuç: Öğrencilerin öğrenme becerileri sadece ilk yıl değil, tüm öğretim süresi boyunca desteklenmelidir. İkinci değerlendirmede öğrencilerin stratejik ve derin öğrenme puanları azalırken, yüzeysel öğrenme yaklaşımının ortalama puanı toplamda artmıştır.

Keywords

öğrenme yaklaşımları, Tıp öğrencisi, ; öğrenme tercihleri, ;öğrenme becerileri, Tıp eğitimi

Project Number

Project Number: THD-2016-11789

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