How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum

To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies...

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Bibliographic Details
Published in:Assessment and evaluation in higher education 2020-05, Vol.45 (4), p.513-526
Main Authors: van Woezik, Tamara, Koksma, Jur, Reuzel, Rob, Jaarsma, Debbie, Jan van der Wilt, Gert
Format: Article
Language:English
Subjects:
assessment
Biomedicine
College Freshmen
Correlation
Curricula
curriculum
Educational evaluation
Evaluation Methods
Foreign Countries
Grades (Scholastic)
Independent Study
Learning Strategies
Lifelong Learning
Likert Scales
Medical Education
Medical schools
Medicine
Metacognition
Motivation
Questionnaires
Self evaluation
Self Management
Student Projects
Students
Thinking Skills
undergraduate medical education
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Summary:To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n = 248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1-7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p 
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2019.1667954