Trajectories of learning approaches during a full medical curriculum: impact on clinical learning outcomes.

Piumatti, Giovanni; Guttormsen, Sissel; Zurbuchen, Barbara; Abiati, M; Gerbase, M. W.; Baroffio, Anne (2021). Trajectories of learning approaches during a full medical curriculum: impact on clinical learning outcomes. BMC medical education, 21(1), p. 370. BioMed Central 10.1186/s12909-021-02809-2

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Background
No consensus exists on whether medical students develop towards more deep (DA) or surface learning approaches (SA) during medical training and how this impacts learning outcomes. We investigated whether subgroups with different trajectories of learning approaches in a medical students’ population show different long-term learning outcomes.

Methods
Person-oriented growth curve analyses on a prospective cohort of 269 medical students (Mage=21years, 59 % females) traced subgroups according to their longitudinal DA/SA profile across academic years 1, 2, 3 and 5. Post-hoc analyses tested differences in academic performance between subgroups throughout the 6-year curriculum until the national high-stakes licensing exam certifying the undergraduate medical training.

Results
Two longitudinal trajectories emerged: surface-oriented (n = 157; 58 %), with higher and increasing levels of SA and lower and decreasing levels of DA; and deep-oriented (n = 112; 42 %), with lower and stable levels of SA and higher but slightly decreasing levels of DA. Post hoc analyses showed that from the beginning of clinical training, deep-oriented students diverged towards better learning outcomes in comparison with surface-oriented students.

Conclusions
Medical students follow different trajectories of learning approaches during a 6-year medical curriculum. Deep-oriented students are likely to achieve better clinical learning outcomes than surface-oriented students.

Item Type:

Journal Article (Original Article)

Division/Institute:

04 Faculty of Medicine > Medical Education > Institute for Medical Education

UniBE Contributor:

Guttormsen, Sissel and Zurbuchen, Barbara

Subjects:

300 Social sciences, sociology & anthropology > 370 Education
600 Technology > 610 Medicine & health

ISSN:

1472-6920

Publisher:

BioMed Central

Language:

English

Submitter:

Sissel Guttormsen Schär

Date Deposited:

16 Aug 2021 15:37

Last Modified:

22 Aug 2021 02:58

Publisher DOI:

10.1186/s12909-021-02809-2

PubMed ID:

34233677

BORIS DOI:

10.48350/157876

URI:

https://boris.unibe.ch/id/eprint/157876

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