It's Not Always Just About the Grade: Exploring the Achievement Goal Orientations of Pre-Med Students

Horowitz, Gail

doi:10.1080/00220970903352746

Cited by 35 publications

(25 citation statements)

References 39 publications

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“…Further, engaged students utilize all available resources, including SI (whether it is required or not), tutors, and review sessions, and they regularly collaborate with their peers, whether in formal or informal study groups, or working homework problems. These findings echo those of Light (2001) and Horowitz (2010) which also found that more successful and engaged students studied in structured groups with their peers, as a result of formal and/or informal course activities.…”

Section: Resultssupporting

confidence: 87%

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

et al. 2011

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The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed.

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Section: Resultssupporting

confidence: 87%

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

et al. 2011

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“…However, while the 2X2 AGO framework has been empirically tested with some populations, it is not yet clear whether the same conceptual structure will fit all groups or describe how individuals approach learning in all contexts (Muis & Winne, 2012). For example, in an interview-based study conducted with medical students, individuals rarely mentioned performance goals (Horowitz, 2010), evidence consistent with other similar studies (Brophy, 2005). Furthermore, the conceptualization of mastery-avoidance goals is relatively new, and has not been thoroughly explored, psychometrically or in terms of its relation to other constructs, such as achievement (Payne et al, 2007).…”

Section: Achievement Goal Orientation and Peer Assessment Systemssupporting

confidence: 54%

Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

Abercrombie¹,

Parkes²,

McCarty³

2015

Interdisciplinary Journal of Problem-Based Learning

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This study investigates the ways in which medical students' achievement goal orientations (AGO) affect their perceptions of learning and actual learning from an online problem-based learning environment, Calibrated Peer Review tM . First, the tenability of a four-factor model (Elliot & McGregor, 2001) of AGO was tested with data collected from medical students (N = 137). Then, a structural regression model relating the factors of AGO to students' perceptions of grading fairness, judgments of learning, and scoring accuracy was tested. The results indicate that student engagement and success in diagnosing a patient's presentation using a peer feedback-rich web-based PBL environment is somewhat dependent on student motivation. Theoretical and practical implications, in terms of problem-based learning environments in medical education, are discussed.Keywords: medical education, achievement goal orientation, mastery goals, performance goals, judgments of learning, grading fairness, PBL, patient notes, structural equation modeling, Calibrated Peer Review IntroductionThe motivation for learning in problem-based learning (PBL) has been well researched at the level of the tutorial group where students are motivated to learn by interactive discussion of an interesting problem (Dolmans & Schmidt, 2006). This study looks at individual motivation to achieve in a PBL setting using an electronic learning platform. Calibrated Peer Review tM (CPR) is a web-based, writing-centered learning and peer-evaluation system that can be adapted for use in any discipline (Chapman & Fiore, 2001). The use of CPR in the current study engaged students in the learning processes characteristic of problem-based learning (PBL), including providing an authentic simulated experience modeling professional practice with high-fidelity, engagement in ill-defined problem solving, and reflection (Barrows, 1996). CPR is an example of how PBL can be used in an online context; additionally, since it provides an electronic record, it has the potential to provide insight into both the learning processes and achievement outcomes of PBL.In this study, CPR was used for medical students' note writing about patients during an Objective Structured Clinical Exam (OSCE). Research suggests that the way that students approach PBL environments might be affected by motivational characteristics, such as achievement goal orientation (Crommelinck & Anseel, 2013;Scott, 2014; teunissen et al., 2009). The purpose of this investigation was to test whether achievement goal orientation is predictive of motivational and learning processes occurring during CPR cases, including perceptions of grade fairness, judgments of learning, and scoring accuracy. Problem-Based Learning and Calibrated Peer ReviewProblem-based learning (PBL) has been utilized in medical education for nearly a half-century, in order to provide a more student-centered learning environment compared to the traditional lecture-based curricula (Barrows, 1996); and although results are mixed, some research indicates th...

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“…These studies found that while premedical students were competitive and cared a great deal about grades, they were no different in these respects from other students planning for graduate study in the biological or physical sciences 36 , 37 38 , 39 40 .…”

Section: Resultsmentioning

confidence: 99%

“…Those authors with connections to the premedical advising structure used email lists and social networks to recruit participants 34 , 37 , 40 22 , 27 - 30 , 32 , 33 , 35 , 36 , 38 , 39 …”

Section: Resultsmentioning

confidence: 99%

The undergraduate premedical experience in the United States: a critical review

et al. 2013

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Objectives To better understand the consequences of the premedical years for the character of (future) physicians by critically reviewing the empirical research done on the undergraduate premedical experience in the United States. Methods We searched ERIC, JSTOR, PubMed, Scopus, ISI Web of Science, and PsycINFO from the earliest available date for empirical, peer-reviewed studies of premedical students in the United States. We then used qualitative methods to uncover overall themes present in this literature. Results The initial literature search identified 1,168 articles, 19 of which were included for review. Reviewed articles were published between 1976 and 2010 with the majority published prior to 1990. Articles covered two broad topics: explaining attrition from the premedical track, and investigating the personality traits and stereotypes of premedical students. Self-selection bias and high attrition rates were among the limitations of the reviewed articles. Conclusions There is very little current research on the premedical experience. Given the importance of the premedical years on the process of becoming a medical professional, it is imperative that we do more and better research on how the premedical experience shapes future physicians.

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It's Not Always Just About the Grade: Exploring the Achievement Goal Orientations of Pre-Med Students

Cited by 35 publications

References 39 publications

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

The undergraduate premedical experience in the United States: a critical review

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