Abstract
This study examines advanced medical students' perceptions of assessment practices and their ways of studying for examinations as related to their approaches to learning. This study further validates a cluster model obtained in a previous study through medical students' interviews. In this cluster model students were divided into four groups on the basis of their approaches to learning. The subjects (N = 35) were advanced medical students who volunteered to be interviewed. The interviews focused on learning strategies, study behaviour and perceptions of the learning environment. The results indicated that there were no differences in students' perceptions of the examination procedures. Students in all four groups criticised quite similarly the examination practices. However, the results showed that students in the four groups reported different ways ofpreparing for examinations and, furthermore, had different views of the most functional ways to study for them. This study brought into light problems that arise in a traditional medical curriculum, particularly concerning traditional assessment practices.
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Lindblom-Ylänne, S., Lonka, K. Students' Perceptions of Assessment Practices in a Traditional Medical Curriculum. Adv Health Sci Educ Theory Pract 6, 121–140 (2001). https://doi.org/10.1023/A:1011422517238
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DOI: https://doi.org/10.1023/A:1011422517238