标题：Learning approaches of graduate entry and undergraduate medical students, their experiences of learning, and motivations to learn: A mixed methods study
出版社：Association for Medical Education in Europe (AMEE)
摘要：Students can apply different approaches to their learning and there are often many factors that may influence this approach. Few studies exist that compare the learning approaches of UK graduate entry and undergraduate medical students and how their experiences have influenced their approaches. This study used a mixed method approach to elicit the learning approaches of students and explore how they approach their learning and the factors that alter their approaches. Questionnaires were distributed to second year and fifth year medical students at the University of Liverpool. 41 second year students (6 GE, 35 UG) and 51 fifth year students (5 GE, 46 UG) participated in the survey. Four focus groups (3-8 participants) took place. Few significant differences (p<0.05) existed between the groups analysed. The focus groups demonstrated that there were some perceived differences in learning approaches and motivations to learn between graduates and undergraduates, however the gap between these groups narrowed as the students progressed through the course. Prior learning experiences appeared to impact greatly upon both learning approach and motivation. Recommendations surrounding improving students learning approaches include improving feedback and increasing student reflection. Future research should endeavour to further study the learning approaches of the second year students as they progress through the course to analyse the impact of the course upon their motivations and learning approaches.
