دورية أكاديمية
أعرض في EDS

Self-regulated learning: the effect on medical student learning outcomes in a flipped classroom environment.

التفاصيل البيبلوغرافية
العنوان: Self-regulated learning: the effect on medical student learning outcomes in a flipped classroom environment.
المؤلفون: Zheng B; Office of Medical Education Research and Development at the College of Human Medicine, Michigan State University, 965 Wilson Road, A-214B, East Lansing, MI, 48824, USA. binbinz@msu.edu., Zhang Y; Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China.
المصدر: BMC medical education [BMC Med Educ] 2020 Mar 31; Vol. 20 (1), pp. 100. Date of Electronic Publication: 2020 Mar 31.
نوع المنشور: Journal Article
اللغة: English
بيانات الدورية: Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE
أسماء مطبوعة: Original Publication: London : BioMed Central, [2001-
مواضيع طبية MeSH: Self-Control* , Self-Directed Learning as Topic*, Education, Medical, Undergraduate/*methods , Students, Medical/*psychology, Curriculum ; Educational Status ; Help-Seeking Behavior ; Humans ; Midwestern United States ; Models, Educational ; Peer Group ; Surveys and Questionnaires
مستخلص: Background: The flipped-classroom model is increasingly being adopted in competency-based medical education. However, it poses a major challenge to students who have not mastered self-regulated learning strategies. This study explores which self-regulated learning skills affect student learning performance in the first 2 years of medical school at a university in the midwestern United States.
Methods: Survey data were used to assess how 146 first- and second-year medical students' use of self-regulated learning strategies affected their performance on standardized tests.
Results: Based on the results of regression analysis and content analysis, it was found that the use of peer learning and help-seeking positively affected the performance of first- and second-year students, respectively; whereas the use of rehearsal had a negative effect on student learning outcomes.
Conclusions: The study findings imply that during the transition period from traditional lecture-intensive learning to flipped-classroom learning, promoting peer learning and help-seeking could significantly improve students' academic achievement.
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فهرسة مساهمة: Keywords: Flipped classroom; Help-seeking; Peer learning; Self-regulated learning
تواريخ الأحداث: Date Created: 20200403 Date Completed: 20210112 Latest Revision: 20210112
رمز التحديث: 20240513
مُعرف محوري في PubMed: PMC7110809
DOI: 10.1186/s12909-020-02023-6
PMID: 32234040
قاعدة البيانات: MEDLINE
الوصف
تدمد:1472-6920
DOI:10.1186/s12909-020-02023-6