Conceptions of learning factors in postgraduate health sciences master students: a comparative study with nonhealth science students and between genders
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AuthorCampos, Fernando; Sola, Miguel; Santisteban Espejo, Antonio Leopoldo; Ruyffelaert, Ariane; Campos Sánchez, Antonio; Garzón Bello, Ingrid Johanna; Carriel Araya, Víctor; Luna Del Castillo, Juan De Dios; Martin-Piedra, Miguel Ángel; Alaminos Mingorance, Miguel
Conceptions of learningPostgraduate master studentsHealth sciences
Campos, F. [et al.]. Conceptions of learning factors in postgraduate health sciences master students: a comparative study with nonhealth science students and between genders. BMC Medical Education (2018) 18:128. [https://doi.org/10.1186/s12909-018-1227-x].
SponsorshipSupported by CTS-115 (Tissue Engineering Group of the University of Granada). The funding body did not took part in the design of the study and collection, analysis and interpretation of data and in writing the manuscript.
Background: The students’ conceptions of learning in postgraduate health science master studies are poorly understood. The aim of this study was to compare the factors influencing conceptions of learning in health sciences and non-health sciences students enrolled in postgraduate master programs in order to obtain information that may be useful for students and for future postgraduate programs. Methods: A modified version of the Learning Inventory Conception Questionnaire (COLI) was used to compare students’ conception learning factors in 131 students at the beginning of their postgraduate studies in health sciences, experimental sciences, arts and humanities and social sciences. Results: The present study demonstrates that a set of factors may influence conception of learning of health sciences postgraduate students, with learning as gaining information, remembering, using, and understanding information, awareness of duty and social commitment being the most relevant. For these students, learning as a personal change, a process not bound by time or place or even as acquisition of professional competences, are less relevant. According to our results, this profile is not affected by gender differences. Conclusions: Our results show that the overall conceptions of learning differ among students of health sciences and non-health sciences (experimental sciences, arts and humanities and social sciences) master postgraduate programs. These finding are potentially useful to foster the learning process of HS students, because if they are metacognitively aware of their own conception or learning, they will be much better equipped to self-regulate their learning behavior in a postgraduate master program in health sciences.