The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum

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• 作者：Susanna M. Lucieer ; Jos N. van der Geest…
• 关键词：Lectured ; based instruction ; Lifelong learning ; Medical education ; Problem ; based learning ; Self ; regulated learning
• 刊名：Advances in Health Sciences Education
• 出版年：2016
• 出版时间：March 2016
• 年：2016
• 卷：21
• 期：1
• 页码：93-104
• 全文大小：413 KB
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• 作者单位：Susanna M. Lucieer (1)
  Jos N. van der Geest (2)
  Silvana M. Elói-Santos (3)
  Rosa M. Delbone de Faria (3) (4)
  Laura Jonker (5)
  Chris Visscher (5)
  Remy M. J. P. Rikers (6) (8)
  Axel P. N. Themmen (1) (7)
  
  1. Institute of Medical Education Research Rotterdam, Erasmus MC, Room AE-239, PO Box 2040, 3000 CA, Rotterdam, The Netherlands
  2. Department of Neuroscience, Erasmus MC, Rotterdam, The Netherlands
  3. Department of Medicine, Federal University of Minas Gerais, Belo Horizonte, Brazil
  4. Department of Medicine, Unifenas – Universidade José do Rosária Vellano, Alfenas, Brazil
  5. Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
  6. Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands
  8. Department of Sociel Sciences, Utrecht University, University College Roosevelt, Middelburg, The Netherlands
  7. Department of Internal Medicine, Erasmus MC, Rotterdam, The Netherlands
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Medical Education
  
• 出版者：Springer Netherlands
• ISSN：1573-1677

文摘

Society expects physicians to always improve their competencies and to be up to date with developments in their field. Therefore, an important aim of medical schools is to educate future medical doctors to become self-regulated, lifelong learners. However, it is unclear if medical students become better self-regulated learners during the pre-clinical stage of medical school, and whether students develop self-regulated learning skills differently, dependent on the educational approach of their medical school. In a cross-sectional design, we investigated the development of 384 medical students’ self-regulated learning skills with the use of the Self-Regulation of Learning Self-Report Scale. Next, we compared this development in students who enrolled in two distinct medical curricula: a problem-based curriculum and a lectured-based curriculum. Analysis showed that more skills decreased than increased during the pre-clinical stage of medical school, and that the difference between the curricula was mainly caused by a decrease in the skill evaluation in the lecture-based curriculum. These findings seem to suggest that, irrespective of the curriculum, self-regulated learning skills do not develop during medical school. Keywords Lectured-based instruction Lifelong learning Medical education Problem-based learning Self-regulated learning