Medical students' self-assessments and their allocations of learning time.
Acad Med
; 75(4): 374-9, 2000 Apr.
Article
em En
| MEDLINE
| ID: mdl-10893122
ABSTRACT
PURPOSE:
To investigate the impact of self-assessed diagnostic strengths and weaknesses on medical students' allocation of learning time (one indicator of self-directed learning) during a third-year internal medicine clerkship.METHOD:
In 1997-98, 107 students at the University of Michigan Medical School self-assessed their diagnostic skills in 14 clinical areas before and after the clerkship and reported the relative amounts of time spent learning about these topics during the clerkship.RESULTS:
Individual-level analyses indicated that, for the average student, self-assessed strengths and weaknesses did not correlate with allocation of educational time, but that time allocation was positively related to changes in self-assessed skill. Considerable variations in these relationships, however, suggest a need for closer study.CONCLUSION:
Although individual students evidenced different levels of self-directed learning, this study suggests overall that students at this level of training are neophytes in applying both information generated through self-assessment and principles of self-directed learning in their clinical education. Attempts to advance students beyond this level depend on many factors, including the extent to which the learning environment encourages or even permits self-directed learning, the progression and time frame through which students become self-directed practitioners, and the impact of educational interventions to promote this development.
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Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Autoavaliação (Psicologia)
/
Estudantes de Medicina
/
Aprendizagem
Limite:
Humans
Idioma:
En
Ano de publicação:
2000
Tipo de documento:
Article