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Titulo Artículo:
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
Resumen:
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.
Fecha de publicación:
2016.
Autores :
Jos N van der Geest ;
Silvana M Elói-Santos;
Chris Visscher;
Laura Jonker;
Axel P N Themmen;
Remy M J P Rikers;
Rosa M Delbone de Faria ;
Susanna M Lucieer;
Autor corporativo:
Advances in health sciences education : theory and practice,
Editores:
Medline-PubMed ;
Signatura Topográfica:
1
Idioma:
Inglés
Páginas:
93
ISBN:
1573-1677
Existencias:
104
Palabras claves:
Lectured-based instruction
Lifelong learning
Self-regulated learning
Problem-based learning
Medical education
Público objetivo:
Docentes
Medicos
Investigadores
Otros profesionales de la salud
Titulo Artículo:
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
Resumen:
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.
Fecha de publicación:
2016.
Autores :
Jos N van der Geest ;
Silvana M Elói-Santos;
Chris Visscher;
Laura Jonker;
Axel P N Themmen;
Remy M J P Rikers;
Rosa M Delbone de Faria ;
Susanna M Lucieer;
Autor corporativo:
Advances in health sciences education : theory and practice,
Editores:
Medline-PubMed ;
Signatura Topográfica:
1
Idioma:
Inglés
Páginas:
93
Existencias:
104
Palabras claves:
Lectured-based instruction
Lifelong learning
Self-regulated learning
Problem-based learning
Medical education
Público objetivo:
Docentes
Medicos
Investigadores
Otros profesionales de la salud
Titulo Artículo:
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
Resumen:
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.
Autores:
Jos N van der Geest
,
Silvana M Elói-Santos
,
Chris Visscher
,
Laura Jonker
,
Axel P N Themmen
,
Remy M J P Rikers
,
Rosa M Delbone de Faria
,
Susanna M Lucieer
,
.
Titulo Revista:
Advances in health sciences education : theory and practice,
.
Numero:
1
Volumen:
21
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
93
Página Final:
104
ISBN:
1573-1677
Palabras claves:
Lectured-based instruction
Lifelong learning
Self-regulated learning
Problem-based learning
Medical education
Público objetivo:
Docentes
Medicos
Investigadores
Otros profesionales de la salud
Título Medline-PubMed :
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
Resumen:
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.
Autores :
Jos N van der Geest ;
Silvana M Elói-Santos;
Chris Visscher;
Laura Jonker;
Axel P N Themmen;
Remy M J P Rikers;
Rosa M Delbone de Faria ;
Susanna M Lucieer;
Autor corporativo:
Advances in health sciences education : theory and practice,
Fecha de publicación:
2016.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Lectured-based instruction
Lifelong learning
Self-regulated learning
Problem-based learning
Medical education
Público objetivo:
Docentes
Medicos
Investigadores
Otros profesionales de la salud
Título Medline-PubMed :
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
Resumen:
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.
Autores :
Jos N van der Geest ;
Silvana M Elói-Santos;
Chris Visscher;
Laura Jonker;
Axel P N Themmen;
Remy M J P Rikers;
Rosa M Delbone de Faria ;
Susanna M Lucieer;
Autor corporativo:
Advances in health sciences education : theory and practice,
Fecha de publicación:
2016.
Paginas:
93.
ISBN:
1573-1677.
Idioma:
Inglés
Palabras claves:
Lectured-based instruction
Lifelong learning
Self-regulated learning
Problem-based learning
Medical education
Público objetivo:
Docentes
Medicos
Investigadores
Otros profesionales de la salud
Titulo Artículo:
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
Resumen:
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.
Fecha de publicación:
2016.
Autor corporativo:
Advances in health sciences education : theory and practice,
.
Idioma:
Inglés
Palabras claves:
Lectured-based instruction
Lifelong learning
Self-regulated learning
Problem-based learning
Medical education
Público objetivo:
Docentes
Medicos
Investigadores
Otros profesionales de la salud
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME : Jos N van der Geest ; 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(2016). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1827
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Jos N van der Geest Silvana M Elói-Santos Chris Visscher Laura Jonker Axel P N Themmen Remy M J P Rikers Rosa M Delbone de Faria Susanna M Lucieer Jos N van der Geest Silvana M Elói-Santos Chris Visscher Laura Jonker Axel P N Themmen Remy M J P Rikers Rosa M Delbone de Faria Susanna M Lucieer 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. 2016; 21Ed. 93.
