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Student-selected courses in a medical school: scope and relationships

Sobral, D.

Medical teacher. VOL 30; NUMBER 2, ; 2008, 199-205 -- Taylor & Francis (pages 199-205) -- 2008

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  • Title:
    Student-selected courses in a medical school: scope and relationships
  • Author: Sobral, D.
  • Found In: Medical teacher. VOL 30; NUMBER 2, ; 2008, 199-205
  • Journal Title: Medical teacher.
  • Subjects: Medicine; Biotechnology; Pharmaceutical Chemistry; LCC: R; Dewey: 610
  • Publication Details: Taylor & Francis
  • Language: English
  • Abstract: Background: There is a dearth of reports in the literature of school-wide appraisals of the student-selected approach in medical education. Aim: This paper appraises the scope of student-selected components in a medical programme and analyses the relationships of achievement and motivation with choices of optional courses. Method: The prospective study involved 247 students from seven class-cohorts. Statistics checked the differences between groups, as well as the association between the students' academic motivation and achievement with the extent of their selections between optional courses and peer-tutoring activity. Results: Most students explored multiple options, including pre-clinical, clinical and non-medical subjects among the domains of learning experienced. A fifth of them earned more student-selected credits from optional courses than the requisite minimum. Twenty courses accounted for 80.2% of optional-course enrolments. Choices between optional courses and peer-tutoring activity reflected distinct learner features. Five variables-selective-credits need, achievement, intrinsic motivation to experience stimulation, and (negatively) peer-tutoring activity and intrinsic motivation to accomplish-explained 43% of the variability in optional-course credits. Nevertheless, a higher-level blend of optional-course and peer-tutoring selections related to greater cognitive achievement and intrinsic motivation. Conclusions: This work describes the variety of responses in extent and type of choices in a mix-option approach to student-selected credits. The findings suggest interrelationships of achievement and motivation toward purposeful blending of student-selected educational activities.
  • Identifier: Journal ISSN: 0142-159X
  • Publication Date: 2008
  • Physical Description: Electronic
  • Accrual Information: Monthly
  • Shelfmark(s): 5531.965000
  • UIN: ETOCRN229567352

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