This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
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.
Loading...
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 15 Mar, 2021
No community comments so far
Editor invited
On 12 Mar, 2021
Submission checks complete
On 12 Mar, 2021
First submitted
On 19 Feb, 2021
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Learn more about our company.
This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In 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
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 15 Mar, 2021
No community comments so far
Editor invited
On 12 Mar, 2021
Submission checks complete
On 12 Mar, 2021
First submitted
On 19 Feb, 2021
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.
Loading...