Learning approaches as a predictor of examination results in pre-clinical medical students
作者:
ClarkeDavid M.,
McKenzieDean P.,
期刊:
Medical Teacher
(Taylor Available online 1994)
卷期:
Volume 16,
issue 2-3
页码: 221-227
ISSN:0142-159X
年代: 1994
DOI:10.3109/01421599409006734
出版商: Taylor&Francis
数据来源: Taylor
摘要:
Previous work in the field of education has described a number of approaches or styles of students to learning. Using the Adelaide Diagnostic Learning Inventory for Medical Students, we sought to determine how such learning approaches related to examination performance, and found that nearly 50% of the variance in examination score was accounted for by learning style. The results give quantitative support for the notion that a deep approach to learning is beneficial, while a surface approach is not, in terms of examination performance.
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