Student and Faculty Differences in Perceived Utility of Learning Objectives in Pre-Clerkship Self-Learning Guides.

IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Science Educator Pub Date : 2025-02-15 eCollection Date: 2025-06-01 DOI:10.1007/s40670-025-02316-9

Cameron J Hill, Thomas McNamara, Roey Ringel, Luke S Scheuer, Carrie Elzie, Gwynneth Offner, Caitlin Neri, Molly Cohen-Osher, Priya S Garg, Jonathan J Wisco

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引用次数: 0

Abstract

Purpose: To compare faculty and student perceptions of the clarity, utility, and specificity of faculty-created self-learning guide (SLG) learning objectives (LOs) and assess the alignment between these perceptions.

Methods: We used a mixed-methods narrative inquiry. Medical students and faculty involved in the first-year curriculum completed an online Likert scale survey about SLG LOs, and focus groups were held with a subset of participants. Data were analyzed using t-tests, descriptive statistics, and inductive thematic analysis.

Results: Out of 158 students, 72 (45.6%) responded, while 18 of 58 (31.0%) faculty members responded to the survey. Students expressed lower ratings of the SLG LOs (mean ± SD: 3.27 ± 0.92) compared to faculty (4.39 ± 0.49) (p < 0.0001). Student focus group data (n = 11) suggested that LOs are not consistently clear. However, faculty focus group data (n = 3) suggested that LOs are generally answerable.

Conclusions: Students seek clear LOs that direct them on what material to study and aid in long-term studying and board exam preparation. The study reveals a gap between faculty and student perceptions of answerable LOs. Clear and specific LOs in self-learning guides (SLGs) are essential for maximizing student preparedness for in-class application and assessments.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02316-9.

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学生和教师在职前自学指南中学习目标感知效用的差异。

目的：比较教师和学生对教师创建的自主学习指导（SLG）学习目标（LOs）的清晰度、实用性和特异性的看法，并评估这些看法之间的一致性。方法：我们采用混合方法的叙事调查。参与一年级课程的医学生和教师完成了关于SLG LOs的在线李克特量表调查，并与一部分参与者进行了焦点小组讨论。数据分析采用t检验、描述性统计和归纳专题分析。结果：在158名学生中，有72人（45.6%）回应了调查，58名教师中有18人（31.0%）回应了调查。学生对SLG LOs的评分（平均±SD: 3.27±0.92）低于教师（平均±SD: 4.39±0.49）（p n = 11），表明LOs并不一致清晰。然而，教师焦点小组数据（n = 3）表明LOs通常是可回答的。结论：学生寻求明确的学习目标，指导他们学习什么材料，帮助他们长期学习和准备考试。该研究揭示了教师和学生对负责任的LOs的看法之间的差距。在自学指南（slg）中明确和具体的学习目标对于最大限度地提高学生对课堂申请和评估的准备是必不可少的。补充资料：在线版本提供补充资料，网址为10.1007/s40670-025-02316-9。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Science Educator Social Sciences-Education

CiteScore

2.90

自引率

11.80%

发文量

202

期刊介绍： Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.