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How medical students learn

Galofre, Alberto
Published in Journal of medical education. 1983, vol. 58, no. 8, p. 601-10
Abstract With recent concerns over and attempts to address issues regarding medical students' processes of learning and development of lifelong learning habits, a question often asked is: How do medical students learn in the present medical curriculum? In this study, the authors directly attempt to answer that question--they assess the learning behaviors of 254 students in two medical schools, one with an objectives-based mastery and one with a traditional curricula, and discuss whether the students' adopted behaviors are conducive to the development of effective, analytic, and independent learning. Most students of both medical schools reported very similar effective and ineffective learning behaviors. The students' behaviors were found to dispose them more to analytic learning than to independent learning. Suggestions to restructure the curriculum for better development of students' independent learning habits are proposed.
Keywords BehaviorCurriculumEducationMedicalUndergraduateEducational MeasurementLearningPsychological TestsScienceStudentsMedical/psychology
PMID: 6876120
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Article (Published version) (588 Kb) - document accessible for UNIGE members only Limited access to UNIGE
Research group Evaluation et monitoring des études prégraduées de médecine (332)
(ISO format)
VU, Nu Viet, GALOFRE, Alberto. How medical students learn. In: Journal of medical education, 1983, vol. 58, n° 8, p. 601-10.

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Deposited on : 2013-02-04

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