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Medical students' attitudes towards group and self-regulated learning
Linköping University, Department of Medical and Health Sciences, Health and Society. Linköping University, Faculty of Health Sciences.
2012 (English)In: International Journal of Medical Education, ISSN 2042-6372, E-ISSN 2042-6372, Vol. 3, 46-56 p.Article in journal (Refereed) Published
Abstract [en]

Objectives: The study is aimed at exploring the association between beginning students' attitudes towards group learning and their awareness of learning strategies, to demographic variables and their exposure to problem-based or mixed curricula.

Methods: The descriptive cross-sectional design included students (N = 351) from two medical schools with lecture-based and two with problem-based curricula from Germany and Sweden. Gender, age, personal and parents' practice experience within health care were assessed. A questionnaire was designed for measuring attitudes towards group and individual learning, awareness of learning strategies was assessed with the Metacognitive Awareness Inventory. The t-test for independent groups was applied to compare dependent variables between personal factors, and multivariate statistics to compare medical schools.

Results: Students' personal work experience correlated with self-regulation (t(333) = -3.307; p = 0.001) and group learning experience (t(341) = -2.971; p = 0.003). Students from the German problem-based curriculum reported most experience with group learning (largest mean difference compared to the German lecture-based curriculum = 1.45 on a Likert scale from 1 to 7; SE = 0.181; p < 0.001), and were better at regulating their learning strategies than students from the Swedish lecture-based school (mean difference 0.18; SE = 0.181; p = 0.034).

Conclusions: Students' clinical experience seemed to benefit self-regulation skills. Problem-based teaching methods and early interprofessional education appear to be favorable learning conditions for the development of professional skills.

Place, publisher, year, edition, pages
IJME , 2012. Vol. 3, 46-56 p.
Keyword [en]
Group learning attitudes, learning strategy awareness, problem-based learning, self-regulation, student attituds
National Category
Other Health Sciences
Identifiers
URN: urn:nbn:se:liu:diva-77929DOI: 10.5116/ijme.4f4a.0435OAI: oai:DiVA.org:liu-77929DiVA: diva2:529919
Available from: 2012-05-31 Created: 2012-05-31 Last updated: 2017-12-07Bibliographically approved
In thesis
1. Learning professional skills and attitudes: Medical students' attitudes towards communication skills andgroup learning
Open this publication in new window or tab >>Learning professional skills and attitudes: Medical students' attitudes towards communication skills andgroup learning
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Medical education aims at forming students’ professional identity. This includes skills and attitudes such as communication and teamwork skills. One of the thesis’ aims is to identify students’ typical difficulties with learning communication skills, and to understand how these affect their identity development. Group discussions of student-patient interviews were video-taped, and selected discussions were transcribed and analyzed. Students had difficulties in establishing trustful relationships with their patients, asking about sensitive topics, responding empathetically, and with applying formal structures to the consultation. Students’ professional identity was supported by peer students’ and teachers’ comments, which created a common language and fostered selfmonitoring abilities. Another aim was to study the relationship between students* attitude towards communication training, group learning, and their self-regulatory skills. In a survey study, established instruments were combined with a new questionnaire. Four medical schools participated – two with traditional and two with problem-based curricula – in Sweden and Germany. Statistical analyses revealed that female students were more positive towards learning communication skills than male students were. Good self-regulatory skills were related to a positive attitude towards group learning and clinical experience before academic studies. It was concluded that early clinical experience benefits students’ selfregulated learning, and promotes a positive attitude towards communication training. Awareness of typical difficulties can facilitate the acquisition of coping strategies.

Abstract [sv]

Medicinsk undervisning syftar till att forma studenternas professionella identitet. Den omfattar färdigheter och inställningar, t.ex. kommunikationsfärdigheter och förmågan att arbeta i grupp. Ett av avhandlingens syften är att identifiera studenternas typiska svårigheter med att lära sig färdighet i läkar-patient kommunikation samt att förstå hur den påverkar identitetsutvecklingen. Gruppdiskussioner av student-patient intervjuer videofilmades, utvalda diskussioner transkriberades och analyserades. Studenterna berättade om svårigheter med att etablera förtroliga relationer med patienterna, att prata om känsliga ämnen, att visa empati och att använda intervjumallen. Den professionella identiten stöttas av studenternas och lärarnas kommentarer, vilka bidrar till ett gemensamt språk och förmågan till själviakttagelse. Andra syftet är att undersöka sambandet mellan studenternas inställningar till kommunikationsfärdigheter och grupparbete, samt deras förmåga till självreglerat lärande. I en enkätundersökning kombinerades befintliga instrument med ett nytt frågeformulär. Fyra medicinska fakulteter deltog: två med traditionella och två med problembaserade undervisningsmetoder, en av varje i Sverige och i Tyskland. Statistiska analyser visade att kvinnliga studenter är, jämfört med manliga, mer positiva till att träna upp kommunikativa färdigheter. Förmågan till självreglerat lärande var relaterad till en positiv inställning till gruppinlärande och till klinisk erfarenhet innan studierna påbörjas. Slutsatsen är att tidig klinisk erfarenhet fostrar självstyrt lärande och en positiv inställning till kommunikationsträning. Medvetenhet om typiska svårigheter kan underlätta för studenter att anamma strategier att hantera dessa.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2013. 100 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 565Linköping Dissertations on Health and Society, ISSN 1651-1646 ; 23
Keyword
Attitudes; awareness of learning strategies; communication skills; group learning; patient-centeredness, problem-based learning; self-regulation, Grupplärande; kommunikationsfärdighet; medvetenhet om inlärnings strategier; patient orientering; problembaserat lärande; självstyrt lärande
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-91722 (URN)978-91-7519-759-3 (ISBN)
Public defence
2013-05-30, Eken, ingång 65, plan 9, Campus US, Linköpings universitet, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2013-04-30 Created: 2013-04-30 Last updated: 2013-09-04Bibliographically approved

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Lumma-Sellenthin, Antje

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