Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350 |
Resumo: | Introduction: The transition from secondary to higher education is a challenging and demanding period for medical students. The ability to manage study time effectively and to be a self-regulated learner is essential to cope with the exponential growth of knowledge in medical education. Thus, the purpose of our study was to measure self-regulated learning skills and self-study across secondary higher education transition and to explore its effect on academic burnout in the first year of medical school.Material and Methods: We collected data from 102 (43%) freshman medical students on self-regulated learning, academic achievement, and hours of self-study/week relative to last year of secondary school (at the beginning of academic year) and the first year of medical school (at the end of academic year). Burnout data was collected at the end of academic year.Results: Among the 102 participants, 12% were at risk of burnout. Self-directedness at secondary school and higher education, and strategies for learning and assessment at higher education were protective factors against academic burnout. However, secondary selfdirectedness has an indirect effect on academic burnout mediated by self-directedness in the first year of medical school. In addition, self-study during class period was a risk factor for burnout.Conclusion: Our results support the premise that students experience mental health problems from an early stage at medical school. Empowering medical students to develop strategies for learning assessment and self-direction will help them manage their learning and, consequently, promote their well-being. Finally, we found that it is not academic performance that influences burnout but the time dedicated to study. |
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Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman BurnoutTransição do Ensino Secundário para a Escola Médica: O Papel do Tempo de Estudo e das Competências de Autorregulação da Aprendizagem no Burnout AcadémicoEducationMedicalUndergraduateEducational StatusLearningMotivationPortugalSelf-ControlAprendizagemAutocontroloEducação Médica Pré-GraduadaEscolaridadeEstudantes de Medicina/psicologiaMotivaçãoPortugalIntroduction: The transition from secondary to higher education is a challenging and demanding period for medical students. The ability to manage study time effectively and to be a self-regulated learner is essential to cope with the exponential growth of knowledge in medical education. Thus, the purpose of our study was to measure self-regulated learning skills and self-study across secondary higher education transition and to explore its effect on academic burnout in the first year of medical school.Material and Methods: We collected data from 102 (43%) freshman medical students on self-regulated learning, academic achievement, and hours of self-study/week relative to last year of secondary school (at the beginning of academic year) and the first year of medical school (at the end of academic year). Burnout data was collected at the end of academic year.Results: Among the 102 participants, 12% were at risk of burnout. Self-directedness at secondary school and higher education, and strategies for learning and assessment at higher education were protective factors against academic burnout. However, secondary selfdirectedness has an indirect effect on academic burnout mediated by self-directedness in the first year of medical school. In addition, self-study during class period was a risk factor for burnout.Conclusion: Our results support the premise that students experience mental health problems from an early stage at medical school. Empowering medical students to develop strategies for learning assessment and self-direction will help them manage their learning and, consequently, promote their well-being. Finally, we found that it is not academic performance that influences burnout but the time dedicated to study.Introdução: A transição do ensino secundário para o ensino superior é um desafio para o estudante de medicina. Gerir o tempo de estudo e promover as competências de autorregulação da aprendizagem torna-se fundamental para lidar com o exponencial do conhecimento na educação médica. Este estudo pretende avaliar as competências de autorregulação da aprendizagem e o tempo de estudo na transição do secundário para o ensino superior, e explorar o seu efeito no burnout académico no primeiro ano do curso de medicina.Material e Métodos: Foram recolhidos dados de 102 (43%) estudantes do primeiro ano do curso de medicina acerca das competências de autorregulação da aprendizagem, desempenho académico e tempo de estudo/semana no início do ano letivo (relativos ao último ano do secundário) e no final do mesmo (relativos ao primeiro ano do curso) - nesta fase foi também avaliado o burnout.Resultados: A exposição ao burnout ocorreu em 12% dos estudantes. A aprendizagem auto-direcionada no ensino secundário e superior e adoção de estratégias de aprendizagem e de avaliação no ensino superior apresentaram efeito protetor de burnout. Contudo, a aprendizagem auto-direcionada no ensino secundário teve efeito indireto no burnout académico através da aprendizagem autodirecionada no ensino superior.Conclusão: Os estudantes de medicina experienciam problemas de saúde no primeiro ano do curso. Capacitá-los a desenvolver estratégias de aprendizagem e de avaliação e direcionarem autonomamente as suas aprendizagens terá impacto no seu bem-estar. Não é o desempenho académico que influencia o burnout mas o tempo de estudo.Ordem dos Médicos2016-12-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfapplication/pdfapplication/pdfimage/pngapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttps://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350oai:ojs.www.actamedicaportuguesa.com:article/8350Acta Médica Portuguesa; Vol. 29 No. 12 (2016): December; 803-808Acta Médica Portuguesa; Vol. 29 N.º 12 (2016): Dezembro; 803-8081646-07580870-399Xreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPengporhttps://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/4862https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/4851https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/4852https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/8851https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/8877https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/8898https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/8899https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/8964Direitos de Autor (c) 2016 Acta Médica Portuguesainfo:eu-repo/semantics/openAccessBarbosa, JoselinaSilva, ÁlvaroFerreira, Maria AméliaSevero, Milton2022-12-20T11:05:29Zoai:ojs.www.actamedicaportuguesa.com:article/8350Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:19:34.676260Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout Transição do Ensino Secundário para a Escola Médica: O Papel do Tempo de Estudo e das Competências de Autorregulação da Aprendizagem no Burnout Académico |
title |
Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout |
spellingShingle |
Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout Barbosa, Joselina Education Medical Undergraduate Educational Status Learning Motivation Portugal Self-Control Aprendizagem Autocontrolo Educação Médica Pré-Graduada Escolaridade Estudantes de Medicina/psicologia Motivação Portugal |
title_short |
Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout |
title_full |
Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout |
title_fullStr |
Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout |
title_full_unstemmed |
Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout |
title_sort |
Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout |
author |
Barbosa, Joselina |
author_facet |
Barbosa, Joselina Silva, Álvaro Ferreira, Maria Amélia Severo, Milton |
author_role |
author |
author2 |
Silva, Álvaro Ferreira, Maria Amélia Severo, Milton |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Barbosa, Joselina Silva, Álvaro Ferreira, Maria Amélia Severo, Milton |
dc.subject.por.fl_str_mv |
Education Medical Undergraduate Educational Status Learning Motivation Portugal Self-Control Aprendizagem Autocontrolo Educação Médica Pré-Graduada Escolaridade Estudantes de Medicina/psicologia Motivação Portugal |
topic |
Education Medical Undergraduate Educational Status Learning Motivation Portugal Self-Control Aprendizagem Autocontrolo Educação Médica Pré-Graduada Escolaridade Estudantes de Medicina/psicologia Motivação Portugal |
description |
Introduction: The transition from secondary to higher education is a challenging and demanding period for medical students. The ability to manage study time effectively and to be a self-regulated learner is essential to cope with the exponential growth of knowledge in medical education. Thus, the purpose of our study was to measure self-regulated learning skills and self-study across secondary higher education transition and to explore its effect on academic burnout in the first year of medical school.Material and Methods: We collected data from 102 (43%) freshman medical students on self-regulated learning, academic achievement, and hours of self-study/week relative to last year of secondary school (at the beginning of academic year) and the first year of medical school (at the end of academic year). Burnout data was collected at the end of academic year.Results: Among the 102 participants, 12% were at risk of burnout. Self-directedness at secondary school and higher education, and strategies for learning and assessment at higher education were protective factors against academic burnout. However, secondary selfdirectedness has an indirect effect on academic burnout mediated by self-directedness in the first year of medical school. In addition, self-study during class period was a risk factor for burnout.Conclusion: Our results support the premise that students experience mental health problems from an early stage at medical school. Empowering medical students to develop strategies for learning assessment and self-direction will help them manage their learning and, consequently, promote their well-being. Finally, we found that it is not academic performance that influences burnout but the time dedicated to study. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350 oai:ojs.www.actamedicaportuguesa.com:article/8350 |
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https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350 |
identifier_str_mv |
oai:ojs.www.actamedicaportuguesa.com:article/8350 |
dc.language.iso.fl_str_mv |
eng por |
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eng por |
dc.relation.none.fl_str_mv |
https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/4862 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/4851 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/4852 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/8851 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/8877 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/8898 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/8899 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8350/8964 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2016 Acta Médica Portuguesa info:eu-repo/semantics/openAccess |
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Direitos de Autor (c) 2016 Acta Médica Portuguesa |
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openAccess |
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application/pdf application/pdf application/pdf image/png application/pdf application/pdf application/pdf application/pdf |
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Ordem dos Médicos |
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Ordem dos Médicos |
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Acta Médica Portuguesa; Vol. 29 No. 12 (2016): December; 803-808 Acta Médica Portuguesa; Vol. 29 N.º 12 (2016): Dezembro; 803-808 1646-0758 0870-399X reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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