| Autor: |
Piza F; Critical Care Department, Hospital Israelita Albert Einstein, São Paulo, Brazil.; Harvard Medical School, Harvard University, Boston, MA, USA., Kesselheim JC; Harvard Medical School, Harvard University, Boston, MA, USA.; Dana-Farber/Boston Children's Cancer and Blood Disorders Center, Harvard Medical School, Harvard University, Boston, MA, USA., Perzhinsky J; College of Medicine, Central Michigan University, Mount Pleasant, MI, USA., Drowos J; Charles E. Schmidt College of Medicine, Florida Atlantic University, Boca Raton, FL, USA., Gillis R; Moshe Prywes Center for Medical Education and Goldman School of Medicine, Faculty of Health Sciences, Ben-Gurion University of the Negev, Israel., Moscovici K; Moshe Prywes Center for Medical Education and Goldman School of Medicine, Faculty of Health Sciences, Ben-Gurion University of the Negev, Israel., Danciu TE; School of Dentistry, University of Michigan, Ann Arbor, MI, USA., Kosowska A; School of Medicine in Katowice, Medical University of Silesia, Katowice, Poland., Gooding H; Harvard Medical School, Harvard University, Boston, MA, USA.; Division of Adolescent and Young Adult Medicine, Boston Children's Hospital, Boston, MA, USA. |
| Abstrakt: |
Introduction: Learning is essential and life-long for faculty and students. Often students and teachers use ineffective learning strategies and are not aware of evidence-based strategies. Methods: A multicenter, international, cross-sectional, online survey-based assessment of awareness of evidence-based learning strategies among health professions students ( n = 679) and faculty ( n = 205). Results: Students endorsed many study habits which violate evidence-based principles, including studying whatever is due soonest (389/679, 57%), failing to return to course material once a course has ended (465/679, 68%), and re-reading underlined or highlighted notes (298.679, 44%). While the majority of faculty surveyed (125/157, 80%) reported recommending effective study strategies for their students, most students (558/679, 82%) said they did not study the way they do because of instruction from faculty. The majority of faculty (142/156, 91%) and students (347/661, 53%) believe students have different learning styles. Discussion: The results of this study demonstrate health professions students continue to use many ineffective study strategies, and both students and faculty hold misconceptions about evidence-based learning. While planning a curriculum, medical educators should focus on teaching students how to learn and use higher order thinking procedures in addition to teaching content. |
