医学生のための自己主導型学習 医学部入試と初年次教育を架橋するために

Abstract

In recent years, more and more enthusiasm and pressure have been put into the selection of the candidates for medical schools in ]apan, and a larger gap has been witnessed between the preparatory study and the pre-service training in medical education. As a result, there is a requirement for a shift in the learning attitudes of first-year students at an earlier stage. In this article, from the point of view of studies of education, and especially from that of the understanding of learners, we focus on a case study of an educational practice; the course of “Self-Directed Learning". The Self-Directed Learning (SDL) model was developed as a learning model suited to adult learners' characteristics, at the opposite end to the Teacher Directed Learning (TDL) model. In the class, new medical students learn about TDL and SDL based on the ideas of adult education (andragogy), reflect on their learning histories using the two models as frameworks, and participate in the exercise of utilizing human resources (with M. Knowles's textbook: Self-Directed Learning; A Guide for Learners and Teachers). Then, they identify the image of the medical doctors they wish to become, try to draw up a feasible route to their goal, and visualize their learning objectives, the learning process and procedures on their own Learning Contract sheets. Working on their own Learning Contracts, they also gain a prospect on their future learning process through the graduate years. In the results of the text mining analysis of their reflection papers, we could see the significance of providing the learners with opportunities to make Leaning Contracts at the beginning of the pre-service training. Further analysis of the data, and the development of a follow-up educational scheme are left to the next stage of our studies.