개인구독
소속 기관이 없으신 경우, 개인 정기구독을 하시면 저렴하게
논문을 무제한 열람 이용할 수 있어요.
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Learning in medical school is usually regarded as a very specialized type of learning compared to that of other academic disciplines. Medical students might have general beliefs about their own learning. Beliefs about learning have a critical effect on learning behavior. There are several factors that affect medical students’ learning behavior:epistemological beliefs, learning styles, learning strategies, and learning beliefs. Several studies have addressed epistemological beliefs, learning styles, and learning strategies in medical education. There are, however,few studies that have reported on medical students’ beliefs about learning. The purpose of this study was to determine what learning beliefs medical students have, what the causes of these beliefs are, and how medical educators teach students who have such beliefs. In this study, the five learning beliefs are assumed and we considered how these beliefs can affect students’ learning behaviors. They include: 1) medical students are expected to learn a large amount of information in a short time. 2) memorization is more important than understanding to survive in medical schools. 3) learning is a competition and work is independent, rather than collaborative.
4) reading textbooks is a heavy burden in medical education. 5) the most effective teaching and learning method is the lecture. These learning beliefs might be the results of various hidden curricula, shared experiences of the former and the present students as a group, and personal experience. Some learning beliefs may negatively affect students’ learning. In conclusion, the implications of medical students’ learning beliefs are significant and indicate that students and educators can benefit from opportunities that make students’ beliefs about learning more conscious.
목차
등록된 정보가 없습니다.
참고문헌 (19)
참고문헌 신청
Barke, H. D. / 2009 / Misconceptions in chemistry : addressing perceptions in chemical education / Springer-Verlag : 21 ~ 23
Bereiter, C. / / Education and mind in the knowledge age: Chapter 1. Our oldest unchallenged folk theory at last faces its day of reckoning / Institute for Knowledge Innovation and T
Bernat, E. / 2005 / Beliefs about language learning : current knowledge, pedagogical implications, and new research directions / TESL-EJ 9 (1) : 1 ~ 21
Frambach, J. M. / 2012 / Rethinking the globalisation of problem-based learning : how culture challenges self-directed learning / Med Educ 46 (8) : 738 ~ 747
Lujan, H. L. / 2006 / Too much teaching, not enough learning: what is the solution? / Adv Physiol Educ 30 (1) : 17 ~ 22
Bereiter, C. / / Education and mind in the knowledge age: Chapter 1. Our oldest unchallenged folk theory at last faces its day of reckoning / Institute for Knowledge Innovation and T
Bernat, E. / 2005 / Beliefs about language learning : current knowledge, pedagogical implications, and new research directions / TESL-EJ 9 (1) : 1 ~ 21
Frambach, J. M. / 2012 / Rethinking the globalisation of problem-based learning : how culture challenges self-directed learning / Med Educ 46 (8) : 738 ~ 747
Lujan, H. L. / 2006 / Too much teaching, not enough learning: what is the solution? / Adv Physiol Educ 30 (1) : 17 ~ 22
이 논문의 저자 정보
최근 본 자료
댓글(0)
0