A. Levytskyi, Oxana Vygovska, I. Benzar, D. Golovatiuk
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引用次数: 0
Abstract
The article is aimed at studying medical students’ reflective strategies for learning the Pediatric Surgery course at medical university. We used a modified version of the Motivated Strategies for Learning questionnaire (Soemantri et al., 2018), which has four subscales: self-orientation, critical thinking, self-regulation, and feedback seeking. The self-orientation component deals with students’ perceptions on their self-efficacy and internal motivation. The participants were fourty-six 5-th year medical students from the Bogomolets National Medical University, Kyiv, Ukraine. The survey was held in May 2021 when the students finished their spring semester in the online mode. We observed the prevalence of high and moderate levels in all the variables, but the indicators of Feedback seeking are lower which can be explained by the specificities of online learning. The authors propose methodological recommendations for educators how to create an environment for reflective learning to develop students’ reflective skills and employ alternative assessment strategies in the classroom.
本文旨在探讨医科大学医学生在儿外科课程学习中的反思策略。我们使用了改进版的学习动机策略问卷(Soemantri et al., 2018),它有四个子量表:自我取向、批判性思维、自我调节和反馈寻求。自我取向部分涉及学生对自我效能感和内在动机的认知。参与者是来自乌克兰基辅Bogomolets国立医科大学的46名15年级医科学生。该调查是在2021年5月学生们以在线模式结束春季学期时进行的。我们观察到在所有变量中都存在高、中水平,但反馈寻求的指标较低,这可以通过在线学习的特殊性来解释。作者为教育工作者提出了方法论建议,即如何创造一个反思性学习的环境,以培养学生的反思性技能,并在课堂上采用替代的评估策略。