A STUDY ON LEARNING STRATEGIES OF MEDICAL STUDENTS

Serap Konakcı; Serpil Velipaşaoğlu; Berna Musal

Araştırma Makalesi

TIP FAKÜLTESİ ÖĞRENCİLERİNDE ÖĞRENME STRATEJİLERİ ALANINDA BİR ÇALIŞMA

Yıl 2017, Cilt: 16 Sayı: 50, 31 - 42, 29.12.2017

Serap Konakcı , Serpil Velipaşaoğlu , Berna Musal

Öz

Background: One of the goals of
medical education should be not only to provide basic knowledge and skills but
also to train physicians who have self-regulation skills of their own learning
considered to be a life-long learning skill. Students with self-regulation skills
can control the learning process and make necessary arrangements by using
cognitive and metacognitive strategies. There is an obvious relationship
between self-regulated learning and concepts of metacognition, learning
strategies and motivation. Learning strategies can be learned and taught.
Education provided in this area is reported to increase students' knowledge and
implementation of learning strategies and to have positive effects on their
motivation and performance.

The study aims to investigate the relationship between
metacognitive awareness and learning strategies training on the implementation
of learning strategies.

Methods: The study population comprised 315 first-year
students studying at Dokuz Eylul University Faculty of Medicine in the
2012-2013 academic year.
In the study,
the students had the training on learning strategies after they were
administered the Learning Strategies Inventory as the pretest in January 2013.
Descriptive variables and Metacognitive Awareness Inventory were also
implemented during the pretest. The Learning Strategies Scale was administered
as the posttest in May 2013.

Results: Eighty-four students who responded the questions in the pretest and
posttest, and participated in the learning strategies training comprised the
study sample. In this study, the mean posttest scores for the overall Learning
Strategies Inventory and its social-kinesthetic strategies and elaboration
strategies subscales were found to be significantly higher than those of the
pretest. A weak positive relationship was found between the mean scores
obtained from the repetition strategies and metacognitive awareness levels.

Conclusion: It is thought that there is a relationship between
learning strategies training and implementation of learning strategies, and
that training to be conducted on this issue can contribute to the
implementation of the strategies.

Anahtar Kelimeler

öğrenme stratejileri, öğrenme stratejileri eğitimi

Kaynakça

1. Maudsley G, Strivens J. Promoting professional knowledge, experiential learning and critical thinking for medical students. Medical Education 2000; 34:535-544.
2. Mann K V. Theoretical perspectives in medical education: past experience and future possibilities. Medical Education 2011; 45: 60–68.
3. Veerapen K, McAleer S. Students’ perception of the learningenvironment in a distributed medical programme. Medical Education Online 2010; 15: 5168.
4. Zimmerman B J. Self-regulated learning and academic achievement: an overwiev. Educational Psychologist 1990a; 25(1):3-17.
5. Murad M H, Coto-Yglesias F, Varkey P, Prokop L J and Murad A L. The effectiveness of self-directed learning in health professions education: a systematic review. Medical Education 2010; 44: 1057–1068.
6. Stegers-Jager K M, Cohen-Schotanus J and Themmen A P N. Motivation, learning strategies, participation and medical school performance. Medical Education 2012; 46: 678–688.
7. Senemoğlu N. Gelişim Öğrenme Öğretim. 12. Baskı, Ankara, Gazi Kitapevi, 2005; sayfa:558.
8. Stefanou C. Self-regulation and autonomy in problem- and project-based learning environments. Active Learning in Higher Education 2013; 14(2): 109–122.
9. Vrugt A, Oort F J.Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition Learning 2008; 30:123–146.
10. Schunk D H. Metacognition, self-regulation, and self-regulated learning: research recommendations. Educ Psychol Rev, 2008; 20:463–467.
11. Pintrich P R. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 2004; 16(4):385-407.
12. Flavell J H. Metacognition and cognitive monitoring a new area of cognitive—developmental inquiry. American Psychologist, 1979; 34(10):906-911.
13. Dinsmore D L, Alexander P A, Loughlin S M. Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educ Psychol Rev, 2008; 20:391–409.
14. Loyens S M M, Magda J, Rikers R M J P. Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educ Psychol Rev, 2008; 20:411–427.
15. Sperling R A, Howard B C, Staley R and DuBois N. Metacognition and self-regulated learning constructs. Educational Research and Evaluation, 2004; 10(2):117–139.
16. Hanley G L. Teaching critical thinking: focusing on metacognitive skills and problem solving. Teaching of Psychology, 1995; 22(1): 68-72.
17. Burchard M S, Swerdzewski P. Learning effectiveness of a strategic learning course. Journal of College Reading and Learning 2009; 40 (1):14-34.
18. mcKeachie W J, Pintrich P R, Lin y-G. Teaching learning strategies. Educational Psychologist, 1985; 20(3):153-160.
19. https://www.cornerstone.edu/learning-strategies-course (access date. May 13, 2014)
20. http://www.usask.ca/ulc/workshops/studyskills (access date. May 13, 2014)
21. Chalmers D, Fuller R. Research and a Professional development programme on teaching learning strategies as part of course content. International Journal for Academic Development 1999; 4(1): 28-33.
22. Musal B, Gürsel Y, Taşkıran H C, Ozan S, Tuna A. perceptions of first and third year medical students on self-study and reporting processes of problem-based learning. BMC Medical Education 2004; 4:16.
23. Çelikkaya T. Sosyal bilgiler öğretmen adaylarının kullandıkları öğrenme stratejileri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi 2010; 11( 3): 65-84.
24. Yurdakul B. Yapılandırıcı ögrenme yaklaşımının öğrenenlerin problem çözme becerilerine, bilişötesi farkındalık ve derse yönelik tutum düzeylerine etkisi ile ögrenme sürecine katkıları. Unpublished doctoral dissertation, Ankara, Hacettepe Üniversitesi, 2004.
25. Naçar M, Baykan Z.Tıp fakültesi birinci sınıf öğrencilerinin bilişsel öğrenme stratejilerini değerlendirilmesi. 8. Tıp Eğitimi Kongresi, Bildiri Kitapçığı 2014; s:26-27.
26. Morrison E H, McLaughlin C, Rucker L. Medical students’ note-taking in a medical biochemistry course: an initial exploration. Medical Education 2002; 36:384–386.
27. Sleight D A, Mavis B E. Study skills and academic performance among second-year medical students in problem-based learning. Medical Education Online [serial online] 2006;11:23 Available from http://www.med-ed-online.org
28. West C, Sadoski M. Do study strategies predict academic performance in medical school? Medical Education 2011; 45: 696–703.
29. http://www.princeton.edu/mcgraw/library/for-students/ (access date. May 14, 2014)
30. http://www.nottingham.ac.uk/studyingeffectively/home.aspx (access date. May 14, 2014)