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Learning contexts at Two UK medical schools: A comparative study using mixed methods

Andrew Grant, Paul Kinnersley, Max Field

BMC Research Notes, Volume: 5, Issue: 1

Swansea University Author: Andrew Grant

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DOI (Published version): 10.1186/1756-0500-5-153

Abstract

IntroductionThe context in which learning takes place exerts a powerful effect on the approach learners take to their work. In some instances learners will be forced by the nature of a task to adopt a less-favoured approach.In this study, we used a combination of qualitative and quantitative methods...

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Published in: BMC Research Notes
ISSN: 1756-0500
Published: 2012
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URI: https://cronfa.swan.ac.uk/Record/cronfa15892
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2013-09-11T13:59:33.1372135</datestamp><bib-version>v2</bib-version><id>15892</id><entry>2013-09-11</entry><title>Learning contexts at Two UK medical schools: A comparative study using mixed methods</title><swanseaauthors><author><sid>afe2d53e3064f5b0fb8ad6c52aa57731</sid><firstname>Andrew</firstname><surname>Grant</surname><name>Andrew Grant</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2013-09-11</date><deptcode>SGMED</deptcode><abstract>IntroductionThe context in which learning takes place exerts a powerful effect on the approach learners take to their work. In some instances learners will be forced by the nature of a task to adopt a less-favoured approach.In this study, we used a combination of qualitative and quantitative methods to compare the effect of context on learning at different UK medical schools. We compared schools with conventional, and problem-based curricula.MethodWe had collected data from 30 interviews with third year medical students in one UK medical school with a conventional, lecture-based curriculum in relation to a previous study. The interview guide had explored effects of context and approach to learning. We used the same guide to interview 6 students in another UK medical school with a problem-based curriculum.We then put together a pack of validated questionnaires, which measured the phenomena that had emerged in the interviews. In particular we selected questionnaires which measured the criteria on which students from the different schools appeared to demonstrate greatest variance.ResultsThere were two areas where students from schools with differing curricula differed - basic learning activity and assessment. Students at the lecture-based school attended lectures where they received information while students at the Problem-based school attended tutorials where they stimulated prior knowledge and identified new learning objectives. Progress -testing at the problem-based school helped students gain a sense of accumulating a body of knowledge needed for their life in medicine while students' at the lecture-based school directed their learning towards passing the next set of exams.The findings from quantitative, questionnaire data correlated with the interview findings. They showed that students at a school with a PBL curriculum scored significantly higher for reflection in learning, self-efficacy in self-directed learning and for deep approach to learning.ConclusionWe set out to determine whether students at different medical schools approach their learning differently. We have succeeded in demonstrating that this is the case.The differences that we detected in learning context and approaches to learning in medical students at the two schools predict that learning at the non PBL school is likely to be via a surface approach and not integrated. These differences have major implications for the outcomes of medical student learning at the two schools in terms of accessibility and sustainability of learning.</abstract><type>Journal Article</type><journal>BMC Research Notes</journal><volume>5</volume><journalNumber>1</journalNumber><paginationStart/><paginationEnd/><publisher/><placeOfPublication/><issnPrint>1756-0500</issnPrint><issnElectronic/><keywords/><publishedDay>31</publishedDay><publishedMonth>12</publishedMonth><publishedYear>2012</publishedYear><publishedDate>2012-12-31</publishedDate><doi>10.1186/1756-0500-5-153</doi><url/><notes/><college>COLLEGE NANME</college><department>Medical School - School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>SGMED</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2013-09-11T13:59:33.1372135</lastEdited><Created>2013-09-11T13:59:33.1372135</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">Swansea University Medical School - Medicine</level></path><authors><author><firstname>Andrew</firstname><surname>Grant</surname><order>1</order></author><author><firstname>Paul</firstname><surname>Kinnersley</surname><order>2</order></author><author><firstname>Max</firstname><surname>Field</surname><order>3</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2013-09-11T13:59:33.1372135 v2 15892 2013-09-11 Learning contexts at Two UK medical schools: A comparative study using mixed methods afe2d53e3064f5b0fb8ad6c52aa57731 Andrew Grant Andrew Grant true false 2013-09-11 SGMED IntroductionThe context in which learning takes place exerts a powerful effect on the approach learners take to their work. In some instances learners will be forced by the nature of a task to adopt a less-favoured approach.In this study, we used a combination of qualitative and quantitative methods to compare the effect of context on learning at different UK medical schools. We compared schools with conventional, and problem-based curricula.MethodWe had collected data from 30 interviews with third year medical students in one UK medical school with a conventional, lecture-based curriculum in relation to a previous study. The interview guide had explored effects of context and approach to learning. We used the same guide to interview 6 students in another UK medical school with a problem-based curriculum.We then put together a pack of validated questionnaires, which measured the phenomena that had emerged in the interviews. In particular we selected questionnaires which measured the criteria on which students from the different schools appeared to demonstrate greatest variance.ResultsThere were two areas where students from schools with differing curricula differed - basic learning activity and assessment. Students at the lecture-based school attended lectures where they received information while students at the Problem-based school attended tutorials where they stimulated prior knowledge and identified new learning objectives. Progress -testing at the problem-based school helped students gain a sense of accumulating a body of knowledge needed for their life in medicine while students' at the lecture-based school directed their learning towards passing the next set of exams.The findings from quantitative, questionnaire data correlated with the interview findings. They showed that students at a school with a PBL curriculum scored significantly higher for reflection in learning, self-efficacy in self-directed learning and for deep approach to learning.ConclusionWe set out to determine whether students at different medical schools approach their learning differently. We have succeeded in demonstrating that this is the case.The differences that we detected in learning context and approaches to learning in medical students at the two schools predict that learning at the non PBL school is likely to be via a surface approach and not integrated. These differences have major implications for the outcomes of medical student learning at the two schools in terms of accessibility and sustainability of learning. Journal Article BMC Research Notes 5 1 1756-0500 31 12 2012 2012-12-31 10.1186/1756-0500-5-153 COLLEGE NANME Medical School - School COLLEGE CODE SGMED Swansea University 2013-09-11T13:59:33.1372135 2013-09-11T13:59:33.1372135 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Medicine Andrew Grant 1 Paul Kinnersley 2 Max Field 3
title Learning contexts at Two UK medical schools: A comparative study using mixed methods
spellingShingle Learning contexts at Two UK medical schools: A comparative study using mixed methods
Andrew Grant
title_short Learning contexts at Two UK medical schools: A comparative study using mixed methods
title_full Learning contexts at Two UK medical schools: A comparative study using mixed methods
title_fullStr Learning contexts at Two UK medical schools: A comparative study using mixed methods
title_full_unstemmed Learning contexts at Two UK medical schools: A comparative study using mixed methods
title_sort Learning contexts at Two UK medical schools: A comparative study using mixed methods
author_id_str_mv afe2d53e3064f5b0fb8ad6c52aa57731
author_id_fullname_str_mv afe2d53e3064f5b0fb8ad6c52aa57731_***_Andrew Grant
author Andrew Grant
author2 Andrew Grant
Paul Kinnersley
Max Field
format Journal article
container_title BMC Research Notes
container_volume 5
container_issue 1
publishDate 2012
institution Swansea University
issn 1756-0500
doi_str_mv 10.1186/1756-0500-5-153
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Medicine{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Medicine
document_store_str 0
active_str 0
description IntroductionThe context in which learning takes place exerts a powerful effect on the approach learners take to their work. In some instances learners will be forced by the nature of a task to adopt a less-favoured approach.In this study, we used a combination of qualitative and quantitative methods to compare the effect of context on learning at different UK medical schools. We compared schools with conventional, and problem-based curricula.MethodWe had collected data from 30 interviews with third year medical students in one UK medical school with a conventional, lecture-based curriculum in relation to a previous study. The interview guide had explored effects of context and approach to learning. We used the same guide to interview 6 students in another UK medical school with a problem-based curriculum.We then put together a pack of validated questionnaires, which measured the phenomena that had emerged in the interviews. In particular we selected questionnaires which measured the criteria on which students from the different schools appeared to demonstrate greatest variance.ResultsThere were two areas where students from schools with differing curricula differed - basic learning activity and assessment. Students at the lecture-based school attended lectures where they received information while students at the Problem-based school attended tutorials where they stimulated prior knowledge and identified new learning objectives. Progress -testing at the problem-based school helped students gain a sense of accumulating a body of knowledge needed for their life in medicine while students' at the lecture-based school directed their learning towards passing the next set of exams.The findings from quantitative, questionnaire data correlated with the interview findings. They showed that students at a school with a PBL curriculum scored significantly higher for reflection in learning, self-efficacy in self-directed learning and for deep approach to learning.ConclusionWe set out to determine whether students at different medical schools approach their learning differently. We have succeeded in demonstrating that this is the case.The differences that we detected in learning context and approaches to learning in medical students at the two schools predict that learning at the non PBL school is likely to be via a surface approach and not integrated. These differences have major implications for the outcomes of medical student learning at the two schools in terms of accessibility and sustainability of learning.
published_date 2012-12-31T03:18:08Z
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score 11.03559

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