Background

In 2021, university teaching at the Faculty of Medicine Tuebingen was transferred to a digital setting. Due to the discontinuation of face-to-face teaching, students lacked the temporal and spatial framework of the curriculum and the possibility to socialise with fellow students was extremely limited. Increased demands were placed on the students' self-organisation, and the possibility of collaborative learning was drastically limited. The present study investigated the extent to which these study conditions affected the academic performance of medical students in the oral exam after the 60-hour introductory anatomy lecture. Specifically, collaborative, and organisational learning strategies were considered.

Methods

Learning strategies of 146 students were assessed by means of a questionnaire. The anatomy exam was used to assess the academic performance. In addition, students were asked to rate their own oral exam performance.

Results

Students used strategies of collaborative learning (M = 3.30, SD = 0.88) and self-organisation (M = 3.28, SD = 0.72) about equally as often. A significant correlation was found between the use of collaborative learning strategies and the ability for realistic self-assessment (ρ = −0.22, P =.02). Collaborative behaviour could be divided into Initiative Collaborative Learning and Subordinate Collaborative Learning. Only the former had an influence on the ability for realistic self-assessment. Neither organisational learning strategies nor collaborative learning strategies had an influence on academic performance.

Discussion and conclusion

Initiative collaborative learners showed a higher degree of realistic self-assessment. This could be explained through a more distinct social referencing, as fellow students’ knowledge levels can be related early on to their own academic performance. There was no correlation between the learning strategies used and the exam result.

中文翻译：

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协作学习和自组织对医学生解剖学学业成绩的影响

背景

2021 年，图宾根医学院的大学教学转移到数字环境。由于面授教学的中断，学生缺乏课程的时空框架，与同学交往的可能性极其有限。对学生的自组织能力提出了更高的要求，协作学习的可能性大大受到限制。本研究调查了这些学习条件对医学生在 60 小时的解剖学入门讲座后口试中的学业表现的影响程度。具体来说，考虑了协作和组织学习策略。

方法

通过问卷调查的方式对 146 名学生的学习策略进行了评估。解剖学考试用于评估学习成绩。此外，学生还被要求对自己的口语考试表现进行评分。

结果

学生使用协作学习策略（M = 3.30，SD = 0.88）和自组织策略（M = 3.28，SD = 0.72）的频率大致相同。研究发现，协作学习策略的使用与现实自我评估的能力之间存在显着相关性（ρ = -0.22，P =.02）。协作行为可分为主动协作学习和从属协作学习。只有前者对现实自我评估的能力有影响。组织学习策略和协作学习策略都对学业成绩没有影响。

讨论与结论

主动协作学习者表现出更高程度的现实自我评估。这可以通过更独特的社会参考来解释，因为同学的知识水平可以很早就与他们自己的学业成绩相关联。使用的学习策略和考试结果之间没有相关性。