评估学习方法的动态:调查医学和口腔医学教育中教学方法与学习成绩之间联系的系统性综述

IF 10.1 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Marlen A. Roehe, Carmen Trost, Julia S. Grundnig, Anahit Anvari-Pirsch, Anita Holzinger
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引用次数: 0

摘要

近几十年来,医学和牙科学院出现了一种明显的趋势,即调整课程设置以促进学习策略和习惯,从而达到长期保留知识的目的。因此,本系统性综述试图研究不同的教学方法是否会影响学生偏好的学习方法(深层、策略和表层方法),并间接影响他们的学习成绩。此外,它还全面概述了以往文献中关于学习方法与医科和牙科学生学业成绩之间关系的明显不一致之处。通过对八个数据库的全面搜索,我们找到了 49 篇发表于 2000 年至 2023 年之间的相关研究。大多数研究显示,深度和策略型学习者往往在医学院或牙科学校表现出色,而表面型学习者似乎在高强度的工作量和压力下举步维艰。因此,现有文献中出现了一个共同的共识,即尝试引导学生养成深层次和策略性的学习习惯,尽量减少与表面相关的学习策略,相对来说是有好处的。不过,研究结果也表明,仅仅修改医学院和牙医学院使用的教学方法的好处有限。因此,结果强调缺乏 "放之四海而皆准 "的教学方法。随后,研究人员确定了影响学习方法的共同因素,并基于这些发现,提出了将认知神经科学方法融入高等教育的展望。这些未来研究方向旨在通过了解高效学习的基本过程,并注意到各自的鼓励和阻碍因素,帮助学生充分发挥潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education

Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education

In recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’ preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a ‘one-size-fits-all’ teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.

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来源期刊
Educational Psychology Review
Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-
CiteScore
15.70
自引率
3.00%
发文量
62
期刊介绍: Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.
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