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A phenomenographic study of students' conception of learning for a written examination
Dermatology Unit, Department of Medicine Solna, Karolinska Institutet and Karolinska University Hospital, Sweden.
Department of Otorhinolaryngology, Karolinska University Hospital, Sweden.
Dermatology Unit, Department of Medicine Solna, Karolinska Institutet and Karolinska University Hospital, Sweden.
Department of Neuroscience, Karolinska Institutet, Sweden.
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2015 (English)In: International Journal of Medical Education, E-ISSN 2042-6372, Vol. 6, p. 40-46Article in journal (Refereed) Published
Abstract [en]

OBJECTIVE: We investigated students' conception of learning for an examination in internal medicine, infectious diseases and dermatology-venereology, in three separate examinations versus a single integrated one.

METHODS: The study was carried out during a curricular change, with one cohort belonging to a new integrated examination and the other to the former non-integrated examination. Forty-eight interviews were carried out among medical undergraduates regarding the role of the examination in the learning process. The interviews were analyzed according to the phenomenographic approach to identify the students' conception of learning.

RESULTS: The learning approaches could be categorized in 47 of the 48 students into 4 major groups: application directed, holistic, comprehensive and tactical memorizing learning. The result indicated that comprehensive learning was the most common approach among students following either examination-form; tactical memorizing learning was more prevalent among students following the non-integrated examination and holistic learning was applied more frequently among students following the integrated examination. Nine of the 47 students changed their approaches over time, the majority switching to a comprehensive approach. No significant gender difference was observed.

CONCLUSIONS: Comprehensive learning was the most common strategy employed and students who changed during the course most often switched to this. However, only a minor change in approach was observed after a switching to an integrated examination, i.e. it takes more than just an integrated examination to change the student's conception of learning.

Place, publisher, year, edition, pages
University of Nottingham , 2015. Vol. 6, p. 40-46
Keywords [en]
Assessment, curriculum change, integration, phenomenography
National Category
Educational Sciences Learning
Identifiers
URN: urn:nbn:se:oru:diva-78435DOI: 10.5116/ijme.5513.0eecISI: 000214867500007PubMedID: 25822467Scopus ID: 2-s2.0-8499214325OAI: oai:DiVA.org:oru-78435DiVA, id: diva2:1380570
Funder
Stockholm County CouncilThe Karolinska Institutet's Research FoundationAvailable from: 2019-12-19 Created: 2019-12-19 Last updated: 2022-09-15Bibliographically approved

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Wiegleb Edström, Desirée

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