Medical Students’ Learning Strategies in Problem-Based Learning and Traditional Courses

Woodhouse, Rosamund A; Delva, M Dianne; Hadwin, Allyson F.; Birtwhistle, Richard; Kirby, John R.; Knapper, Christopher

doi:10.1007/978-94-011-4886-3_191

Cited by 2 publications

(1 citation statement)

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“…hard science), teaching methods, students' perceptions of the teaching context and student characteristics [5,22,27], the current study wanted to test the assumptions of goal orientation and approaches to learning models on a different setting, Malawi, within the context of learning basic medical sciences. Literature indicates that surface learning approach is adopted by many medical and allied students as the major learning strategy to cope with their school work [27]- [29]. Surprisingly, most empirical studies do not appear to examine the link, which is there between intrinsic goal orientation and deep learning approach in the context of medicine.…”

Section: Intrinsic Goal Orientation and Deep Learning Approachmentioning

confidence: 99%

The role of intrinsic goal orientation on medical and allied health student' deep learning approach

Ngwira¹,

Emagnaw²,

Taibe³

et al. 2018

Proceedings of the 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017)

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Abstract-Medical institutions have an exceptional responsibility to train health providers to become versatile in their own fields, trying to foster and stimulate life-long skills such as problem solving and critical thinking. Research on academic self-regulation suggests that students' intrinsic goal orientation and deep approach to learning enhance students' learning. The primary goal of this study was to investigate the role intrinsic goal orientation plays on students' deep learning approach. A sample of 205 first year students (121 males and 84 females) from College of Medicine in Malawi responded to a questionnaire assessing their intrinsic goal orientation and deep learning strategy approach. Data were analyzed using IBM SPSS Statistics, version 20. Linear regression results indicate that intrinsic goal orientation positively predicted both deep and meta-cognitive learning strategies as components of deep learning approach construct. Male students had higher levels of intrinsic goal orientation than their female counterparts. There were no significant differences among students from different programs of study on intrinsic goal orientation, deep and meta-cognitive learning strategies. The results suggest that intrinsic goal orientation has an important impact on medical and allied health students' deep learning approach. Possible implications of the results and recommendations for future research are discussed.

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Section: Intrinsic Goal Orientation and Deep Learning Approachmentioning

confidence: 99%

The role of intrinsic goal orientation on medical and allied health student' deep learning approach

Ngwira¹,

Emagnaw²,

Taibe³

et al. 2018

Proceedings of the 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017)

View full text Add to dashboard Cite

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Delva

Woodhouse

Hains

et al. 2000

Advances in Health Sciences Education

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Purpose: To compare learning strategies used in Problem based learning (PBL) and lectures, and the relations between learning strategies and learning outcomes to determine how different learning strategies associated with PBL and lectures contribute to aspects of clinical competence. Design: The 52-item learning strategies questionnaire was given to preclinical medical students during lecture and PBL sessions in first and third year from 1994 to 1998. Response patterns were compared across the two contexts and factor structures investigated. Regression analyses examined relations between learning strategies and outcomes. Main Outcome Measures/Results: Comparison of responses on the 326 complete pairs of lecture and PBL questionnaires indicated differences at the 0.05 level on 44 of the 52 items. The mean differences were greater than 0.5 (on a 5 point scale) at the 0.001 level for 20 items. Of these, five strategies were used more often in PBL and 15 in lectures. Comparisons of learning strategy use across years showed significant changes with time in both instructional contexts. Principal component analysis revealed a stable factor structure with 4 factors distinctly associated with PBL and 4 factors with the lecture learning context. The remaining 6 factors were mixed and independent of context. Exploratory regression analysis revealed that learning outcomes in examinations were influenced by learning strategies. Multiple choice performance was positively predicted by learning associated with lecture class notes and negatively by group work, whereas the OSCE (objective structured clinical exam) performance was positively predicted by class participation in PBL, self-directed note making and lecture class notes. Conclusion: We have developed a learning strategies questionnaire that shows that students' learning strategies are influenced by instructional context, and patterns of learning strategy use change over time. There is tentative evidence that the students' learning strategies influence learning outcomes.

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Medical Students’ Learning Strategies in Problem-Based Learning and Traditional Courses

Cited by 2 publications

References 9 publications

The role of intrinsic goal orientation on medical and allied health student' deep learning approach

The role of intrinsic goal orientation on medical and allied health student' deep learning approach

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