探讨临床前医学院学生对主动学习的认知和参与:一项混合方法的跨国研究。

IF 4.9 1区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Wendy Heng, Mei Hui Ho, Xiu Hui Mah, Jun Jie Lim, Nabilah Huda Binti Ahmad Syamsury, Emma Haagensen, Edmund Liang Chai Ong, Paul Hubbard
{"title":"探讨临床前医学院学生对主动学习的认知和参与:一项混合方法的跨国研究。","authors":"Wendy Heng,&nbsp;Mei Hui Ho,&nbsp;Xiu Hui Mah,&nbsp;Jun Jie Lim,&nbsp;Nabilah Huda Binti Ahmad Syamsury,&nbsp;Emma Haagensen,&nbsp;Edmund Liang Chai Ong,&nbsp;Paul Hubbard","doi":"10.1111/medu.15611","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Active learning is a learning process that promotes student engagement in constructing knowledge and conceptual understanding, improves critical thinking skills and develops professional competency. In recent years there has been a significant shift of emphasis in higher education from passive teacher-centred didactic teaching to active student-led learning. Although there is abundant literature about active learning, there is a gap in the knowledge of students' perception regarding factors that affect engagement in active learning activities. This project aimed to explore pre-clinical year medical students' perception of active learning and examine the factors that affect their participation in active learning activities.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A mixed-method study was conducted with pre-clinical medical students at Newcastle University Medical School, UK, and Newcastle University Medicine Malaysia. A total of 266 students participated in an online survey questionnaire, with 25 students participating in focus group discussions (FGD). Quantitative data were analysed using descriptive analysis and qualitative data was analysed with thematic analysis.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The majority of students (94.7%) recognised that active learning is important for their learning, but had a narrow definition of what active learning constituted, and familiarity with active learning techniques was lacking. Many students' independent learning techniques were centred around methods of ‘active recall’, with factors affecting the utilisation of active learning techniques mainly focused on time availability, group dynamics in active teaching sessions and teaching styles of educators.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Students acknowledged the importance of active learning but are generally unfamiliar with ways to effectively utilise a broad range of active learning strategies. This study demonstrated that it is important for educators to understand firstly how students define active learning as well as how students interact with active learning taught sessions, to ensure that they create an environment where students feel confident to engage in active learning techniques.</p>\n </section>\n </div>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 6","pages":"615-629"},"PeriodicalIF":4.9000,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15611","citationCount":"0","resultStr":"{\"title\":\"Exploring pre-clinical medical students' perception of and participation in active learning: A mixed-methods transnational study\",\"authors\":\"Wendy Heng,&nbsp;Mei Hui Ho,&nbsp;Xiu Hui Mah,&nbsp;Jun Jie Lim,&nbsp;Nabilah Huda Binti Ahmad Syamsury,&nbsp;Emma Haagensen,&nbsp;Edmund Liang Chai Ong,&nbsp;Paul Hubbard\",\"doi\":\"10.1111/medu.15611\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Active learning is a learning process that promotes student engagement in constructing knowledge and conceptual understanding, improves critical thinking skills and develops professional competency. In recent years there has been a significant shift of emphasis in higher education from passive teacher-centred didactic teaching to active student-led learning. Although there is abundant literature about active learning, there is a gap in the knowledge of students' perception regarding factors that affect engagement in active learning activities. This project aimed to explore pre-clinical year medical students' perception of active learning and examine the factors that affect their participation in active learning activities.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A mixed-method study was conducted with pre-clinical medical students at Newcastle University Medical School, UK, and Newcastle University Medicine Malaysia. A total of 266 students participated in an online survey questionnaire, with 25 students participating in focus group discussions (FGD). Quantitative data were analysed using descriptive analysis and qualitative data was analysed with thematic analysis.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The majority of students (94.7%) recognised that active learning is important for their learning, but had a narrow definition of what active learning constituted, and familiarity with active learning techniques was lacking. Many students' independent learning techniques were centred around methods of ‘active recall’, with factors affecting the utilisation of active learning techniques mainly focused on time availability, group dynamics in active teaching sessions and teaching styles of educators.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>Students acknowledged the importance of active learning but are generally unfamiliar with ways to effectively utilise a broad range of active learning strategies. This study demonstrated that it is important for educators to understand firstly how students define active learning as well as how students interact with active learning taught sessions, to ensure that they create an environment where students feel confident to engage in active learning techniques.</p>\\n </section>\\n </div>\",\"PeriodicalId\":18370,\"journal\":{\"name\":\"Medical Education\",\"volume\":\"59 6\",\"pages\":\"615-629\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2025-02-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15611\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Medical Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/medu.15611\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/medu.15611","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

摘要

背景:主动学习是一种促进学生参与构建知识和概念理解,提高批判性思维技能和发展专业能力的学习过程。近年来,高等教育的重点从被动的以教师为中心的教学转向积极的以学生为主导的学习。虽然有大量关于主动学习的文献,但对学生对影响主动学习活动参与的因素的认知方面的知识还存在空白。本研究旨在探讨临床预科医学生对主动学习的认知,并探讨影响其参与主动学习活动的因素。方法:对英国纽卡斯尔大学医学院和马来西亚纽卡斯尔大学医学院的临床前医学院学生进行了一项混合方法研究。共有266名学生参加了在线调查问卷,25名学生参加了焦点小组讨论(FGD)。定量数据采用描述性分析,定性数据采用专题分析。结果:大多数学生(94.7%)认识到主动学习对他们的学习很重要,但对主动学习的定义很狭隘,对主动学习技巧也不熟悉。许多学生的自主学习技巧以“主动回忆”方法为中心,影响主动学习技巧使用的因素主要集中在时间可用性、主动教学环节中的小组动态和教育者的教学风格。结论:学生承认主动学习的重要性,但通常不熟悉如何有效地利用广泛的主动学习策略。这项研究表明,教育工作者首先要了解学生如何定义主动学习,以及学生如何与主动学习教学互动,以确保他们创造一个让学生有信心参与主动学习技术的环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Exploring pre-clinical medical students' perception of and participation in active learning: A mixed-methods transnational study

Exploring pre-clinical medical students' perception of and participation in active learning: A mixed-methods transnational study

Background

Active learning is a learning process that promotes student engagement in constructing knowledge and conceptual understanding, improves critical thinking skills and develops professional competency. In recent years there has been a significant shift of emphasis in higher education from passive teacher-centred didactic teaching to active student-led learning. Although there is abundant literature about active learning, there is a gap in the knowledge of students' perception regarding factors that affect engagement in active learning activities. This project aimed to explore pre-clinical year medical students' perception of active learning and examine the factors that affect their participation in active learning activities.

Methods

A mixed-method study was conducted with pre-clinical medical students at Newcastle University Medical School, UK, and Newcastle University Medicine Malaysia. A total of 266 students participated in an online survey questionnaire, with 25 students participating in focus group discussions (FGD). Quantitative data were analysed using descriptive analysis and qualitative data was analysed with thematic analysis.

Results

The majority of students (94.7%) recognised that active learning is important for their learning, but had a narrow definition of what active learning constituted, and familiarity with active learning techniques was lacking. Many students' independent learning techniques were centred around methods of ‘active recall’, with factors affecting the utilisation of active learning techniques mainly focused on time availability, group dynamics in active teaching sessions and teaching styles of educators.

Conclusion

Students acknowledged the importance of active learning but are generally unfamiliar with ways to effectively utilise a broad range of active learning strategies. This study demonstrated that it is important for educators to understand firstly how students define active learning as well as how students interact with active learning taught sessions, to ensure that they create an environment where students feel confident to engage in active learning techniques.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Medical Education
Medical Education 医学-卫生保健
CiteScore
8.40
自引率
10.00%
发文量
279
审稿时长
4-8 weeks
期刊介绍: Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world wide or provocative issues and perspectives. The journal welcomes high quality papers on all aspects of health professional education including; -undergraduate education -postgraduate training -continuing professional development -interprofessional education
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信