Student Learning Outcomes, Perceptions and Beliefs in the Context of Strengthening Research Integration into the First Year of Medical School

Autor/inn/en	Vereijken, Mayke W. C.; van der Rijst, Roeland M.; van Driel, Jan H.; Dekker, Friedo W.
Titel	Student Learning Outcomes, Perceptions and Beliefs in the Context of Strengthening Research Integration into the First Year of Medical School
Quelle	In: Advances in Health Sciences Education, 23 (2018) 2, S.371-385 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-017-9803-0
Schlagwörter	Medical Students; Medical Schools; College Freshmen; Student Attitudes; Curriculum Development; Student Research; Teaching Methods; Comparative Analysis; Scores; Standardized Tests; Questionnaires; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Studienanfänger; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Studentenforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Fragebogen; Ausland; Niederlande
Abstract	Research integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to strengthen the integration of research into teaching from the first year onwards. First-year students may interpret attempts made to strengthen research integration differently than intended by teachers. This might be explained by student beliefs about learning and research as well as student perceptions of the learning environment. In general, student perceptions of the learning environment play a pivotal role in fostering student learning outcomes. This study aims to determine whether a curriculum change intended to promote research integration fosters student learning outcomes and student perceptions of research integrated into teaching. To serve this purpose, three subsequent cohorts of first-year students were compared, one before and two after a curriculum change. Learning outcomes of these students were measured using scores on a national progress test of 921 students and assessments of a sample of 100 research reports of a first-year student research project. 746 Students filled out the Student Perceptions of Research Integration Questionnaire. The findings suggest that learning outcomes of these students, that is, scores on research related test items of the progress test and the quality of research reports, were better than those of students before the curriculum change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01