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Research Article
Miriam Thye
Witten/Herdecke University
Corresponding Author
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background:
Medical studies place high demands on the development of learning capacities. Learning environment, self-regulation, self-determination and self-care play a major role in this context. Impaired health of students in particular has a negative impact on learning and subsequent professional life. Learning life can be defined as the sum of all the factors influencing the students’ entire life; this includes physical, physiological, psychological and mental dimensions of learning. This study describes and evaluates a longitudinal learning workshop for undergraduate medical students which aims to foster academic learning life with an anthropologically grounded holistic approach.
Methods:
Fifty evaluations by medical students underwent a qualitative analysis of open-ended questions concerning their experienced changes in their learning life. In addition, general satisfaction with the learning workshop was measured quantitatively.
Results:
Qualitative results revealed an impact on five core dimensions of medical students´ learning: knowledge, awareness, action, experience and regulation. Quantitative results demonstrated good overall satisfaction.
Conclusions:
Taking students’ physiology, body, psychology and mentality into account within a seven weeks longitudinal learning workshop, impact on the fields of knowledge, awareness, action, experience and regulation can be achieved. To support the multidimensional learning life of medical students, a holistic approach could be considered as an enhancement to foster healthy, meaningful and efficient ways of learning. Thus, this learning workshop seems to be a useful and transferable tool to support medical students’ learning.
Keywords
learning, learning life, undergraduate medical education, medical students, didactics, qualitative research, self-regulation, self-determination, self-care
Figure 1
This preprint is available for download as a PDF.
No competing interests reported.
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This is a preprint. It has not completed peer review.
Research Article
Miriam Thye
Witten/Herdecke University
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 15 Mar, 2021
No community comments so far
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background:
Medical studies place high demands on the development of learning capacities. Learning environment, self-regulation, self-determination and self-care play a major role in this context. Impaired health of students in particular has a negative impact on learning and subsequent professional life. Learning life can be defined as the sum of all the factors influencing the students’ entire life; this includes physical, physiological, psychological and mental dimensions of learning. This study describes and evaluates a longitudinal learning workshop for undergraduate medical students which aims to foster academic learning life with an anthropologically grounded holistic approach.
Methods:
Fifty evaluations by medical students underwent a qualitative analysis of open-ended questions concerning their experienced changes in their learning life. In addition, general satisfaction with the learning workshop was measured quantitatively.
Results:
Qualitative results revealed an impact on five core dimensions of medical students´ learning: knowledge, awareness, action, experience and regulation. Quantitative results demonstrated good overall satisfaction.
Conclusions:
Taking students’ physiology, body, psychology and mentality into account within a seven weeks longitudinal learning workshop, impact on the fields of knowledge, awareness, action, experience and regulation can be achieved. To support the multidimensional learning life of medical students, a holistic approach could be considered as an enhancement to foster healthy, meaningful and efficient ways of learning. Thus, this learning workshop seems to be a useful and transferable tool to support medical students’ learning.
Figure 1
This preprint is available for download as a PDF.
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