ABSTRACT

The acquisition of warranted domain-specific knowledge is essential for practical work in medicine. The medical field, however, suffers from 'information overload', and students and physicians rely on access to verified, up-to-date information. Based on prior research, we investigated (1) which media medical students use for learning, (2) how their media use changes over the course of studies, and (3) how their media use and changes therein influence their acquisition of medical knowledge. Moreover, we examined (4) the influence of factors such as media overload. In a pre-post design, we assessed the development of students' medical knowledge before (T1) and after (T2) attending physiology seminars, and examined the relationship between their knowledge development and media use. Our analyses showed a significant increase in students' domain-specific knowledge after the seminars. In contrast, their media use behavior did not change substantially, with online sources being used more frequently than textbooks and course materials. An increased use of additional textbooks and online sources from T1 to T2 was linked to a stronger increase in knowledge. The results indicate that students' media use behavior influences their knowledge gain over their course of study, which has important implications for developing curricula in medical education.

摘要

获得有保证的特定领域知识对于医学实际工作至关重要。然而，医学领域遭受“信息过载”的困扰，学生和医生依赖于访问经过验证的最新信息。基于先前的研究，我们调查了（1）医学生使用哪些媒体进行学习，（2）他们的媒体使用在学习过程中如何变化，以及（3）他们的媒体使用及其变化如何影响他们获得医学知识。此外，我们检查了（4）媒体过载等因素的影响。在前后设计中，我们评估了学生在参加生理学研讨会之前（T1）和之后（T2）的医学知识发展，并检查了他们的知识发展与媒体使用之间的关系。我们的分析表明，在研讨会之后，学生的特定领域知识显着增加。相比之下，他们的媒体使用行为没有发生实质性变化，在线资源的使用频率高于教科书和课程材料。从 T1 到 T2，更多地使用额外的教科书和在线资源与知识的更强劲增长有关。结果表明，学生的媒体使用行为会影响他们在学习过程中的知识获取，这对开发医学教育课程具有重要意义。从 T1 到 T2，更多地使用额外的教科书和在线资源与知识的更强劲增长有关。结果表明，学生的媒体使用行为会影响他们在学习过程中的知识获取，这对开发医学教育课程具有重要意义。从 T1 到 T2，更多地使用额外的教科书和在线资源与知识的更强劲增长有关。结果表明，学生的媒体使用行为会影响他们在学习过程中的知识获取，这对开发医学教育课程具有重要意义。