Title |
Student approaches for learning in medicine: What does it tell us about the informal curriculum?
|
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Published in |
BMC Medical Education, October 2011
|
DOI | 10.1186/1472-6920-11-87 |
Pubmed ID | |
Authors |
Jianzhen Zhang, Raymond F Peterson, Ieva Z Ozolins |
Abstract |
It has long been acknowledged that medical students frequently focus their learning on that which will enable them to pass examinations, and that they use a range of study approaches and resources in preparing for their examinations. A recent qualitative study identified that in addition to the formal curriculum, students are using a range of resources and study strategies which could be attributed to the informal curriculum. What is not clearly established is the extent to which these informal learning resources and strategies are utilized by medical students. The aim of this study was to establish the extent to which students in a graduate-entry medical program use various learning approaches to assist their learning and preparation for examinations, apart from those resources offered as part of the formal curriculum. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Australia | 2 | 17% |
United States | 2 | 17% |
United Kingdom | 1 | 8% |
Unknown | 7 | 58% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 12 | 100% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 3 | 3% |
Brazil | 1 | <1% |
Singapore | 1 | <1% |
Argentina | 1 | <1% |
Belgium | 1 | <1% |
Thailand | 1 | <1% |
Croatia | 1 | <1% |
Unknown | 100 | 92% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 16 | 15% |
Student > Bachelor | 12 | 11% |
Researcher | 9 | 8% |
Professor > Associate Professor | 9 | 8% |
Student > Doctoral Student | 9 | 8% |
Other | 35 | 32% |
Unknown | 19 | 17% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 48 | 44% |
Social Sciences | 22 | 20% |
Nursing and Health Professions | 3 | 3% |
Computer Science | 2 | 2% |
Psychology | 2 | 2% |
Other | 9 | 8% |
Unknown | 23 | 21% |