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Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

Fabry G, Giesler M - GMS Z Med Ausbild (2012)

Bottom Line: The actual use of learning strategies is the result of an interaction between individual and situational variables.Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year.Further research is necessary to better understand how individual and situational variables determine students' learning.

View Article: PubMed Central - HTML - PubMed

Affiliation: Albert-Ludwigs-Universität Freiburg, Medizinische Fakultät, Abteilung für Medizinische Psychologie und Soziologie, Freiburg, Deutschland. goetz.fabry@klinikum.uni-freiburg.de

ABSTRACT

Background: Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year.

Methods: Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies.

Results: We identified four different patterns in approaches to learning among novice medical students ("easy-going", "flexible", "problematic" and "hardworking" learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term.

Conclusion: Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students' learning.

Show MeSH
Analyses of variance for age, final school grades and course achievement by cluster membership
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T3: Analyses of variance for age, final school grades and course achievement by cluster membership

Mentions: The clusters did not differ in regard to gender (χ2=6.43, df=3, n.s.), but we found a significant effect for age (F(3,170)=2.80, p<.05): Post hoc tests showed that students in the easy-going group were significantly younger than students in the problematic group (see Table 3 (Tab. 3)).


Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

Fabry G, Giesler M - GMS Z Med Ausbild (2012)

Analyses of variance for age, final school grades and course achievement by cluster membership
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC3420118&req=5

T3: Analyses of variance for age, final school grades and course achievement by cluster membership
Mentions: The clusters did not differ in regard to gender (χ2=6.43, df=3, n.s.), but we found a significant effect for age (F(3,170)=2.80, p<.05): Post hoc tests showed that students in the easy-going group were significantly younger than students in the problematic group (see Table 3 (Tab. 3)).

Bottom Line: The actual use of learning strategies is the result of an interaction between individual and situational variables.Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year.Further research is necessary to better understand how individual and situational variables determine students' learning.

View Article: PubMed Central - HTML - PubMed

Affiliation: Albert-Ludwigs-Universität Freiburg, Medizinische Fakultät, Abteilung für Medizinische Psychologie und Soziologie, Freiburg, Deutschland. goetz.fabry@klinikum.uni-freiburg.de

ABSTRACT

Background: Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year.

Methods: Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies.

Results: We identified four different patterns in approaches to learning among novice medical students ("easy-going", "flexible", "problematic" and "hardworking" learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term.

Conclusion: Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students' learning.

Show MeSH