The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students

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The Need for Focused Literacy Training in the Medical School Curriculum : A Cross-Sectional Study of Undergraduate Students. / Kling, Joyce ; Larsen, Sanne; Thomsen, Simon Francis.

I: Education Research International, Bind 2017, 7273824, 19.12.2017.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Kling, J, Larsen, S & Thomsen, SF 2017, 'The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students', Education Research International, bind 2017, 7273824. https://doi.org/10.1155/2017/7273824

APA

Kling, J., Larsen, S., & Thomsen, S. F. (2017). The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students. Education Research International, 2017, [7273824]. https://doi.org/10.1155/2017/7273824

Vancouver

Kling J, Larsen S, Thomsen SF. The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students. Education Research International. 2017 dec 19;2017. 7273824. https://doi.org/10.1155/2017/7273824

Author

Kling, Joyce ; Larsen, Sanne ; Thomsen, Simon Francis. / The Need for Focused Literacy Training in the Medical School Curriculum : A Cross-Sectional Study of Undergraduate Students. I: Education Research International. 2017 ; Bind 2017.

Bibtex

@article{58aa8604792244549656723463f19b8c,
title = "The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students",
abstract = "Introduction. Medical education programs have increasingly included compulsory research skills components but rarely include explicit academic literacy instruction for medical research. This article presents results from a project that developed methods of bridging the gap between textbook literacy and scientific literacy in a setting where English coexists with the local language. Methods. A paper-based, revised version of a validated self-report instrument (32 questions) designed to assess readers’ metacognitive awareness and perceived use of academic reading strategies was used to collect information about medical students’ awareness of reading strategies in English for academic purposes. Results. Students reported a total overall average of 3.25 (scale 1–5) for reading strategy use, falling within a medium range for usage. They reported using problem-solving reading strategies to the greatest extent (3.76), with global reading strategies (3.29) being second, and support reading strategies (2.85) to the least extent. Based on the data, a curricular intervention was designed to support critical reading of empirical literature in English. Conclusion. The results from this study suggest the need for inclusion of focused training on academic and scientific literacy, in particular, strategy instruction in relation to foreign language reading comprehension skills in medical school curricula.",
author = "Joyce Kling and Sanne Larsen and Thomsen, {Simon Francis}",
year = "2017",
month = "12",
day = "19",
doi = "10.1155/2017/7273824",
language = "English",
volume = "2017",
journal = "Education Research International",
issn = "2090-4002",
publisher = "Hindawi Publishing Corporation",

}

RIS

TY - JOUR

T1 - The Need for Focused Literacy Training in the Medical School Curriculum

T2 - A Cross-Sectional Study of Undergraduate Students

AU - Kling, Joyce

AU - Larsen, Sanne

AU - Thomsen, Simon Francis

PY - 2017/12/19

Y1 - 2017/12/19

N2 - Introduction. Medical education programs have increasingly included compulsory research skills components but rarely include explicit academic literacy instruction for medical research. This article presents results from a project that developed methods of bridging the gap between textbook literacy and scientific literacy in a setting where English coexists with the local language. Methods. A paper-based, revised version of a validated self-report instrument (32 questions) designed to assess readers’ metacognitive awareness and perceived use of academic reading strategies was used to collect information about medical students’ awareness of reading strategies in English for academic purposes. Results. Students reported a total overall average of 3.25 (scale 1–5) for reading strategy use, falling within a medium range for usage. They reported using problem-solving reading strategies to the greatest extent (3.76), with global reading strategies (3.29) being second, and support reading strategies (2.85) to the least extent. Based on the data, a curricular intervention was designed to support critical reading of empirical literature in English. Conclusion. The results from this study suggest the need for inclusion of focused training on academic and scientific literacy, in particular, strategy instruction in relation to foreign language reading comprehension skills in medical school curricula.

AB - Introduction. Medical education programs have increasingly included compulsory research skills components but rarely include explicit academic literacy instruction for medical research. This article presents results from a project that developed methods of bridging the gap between textbook literacy and scientific literacy in a setting where English coexists with the local language. Methods. A paper-based, revised version of a validated self-report instrument (32 questions) designed to assess readers’ metacognitive awareness and perceived use of academic reading strategies was used to collect information about medical students’ awareness of reading strategies in English for academic purposes. Results. Students reported a total overall average of 3.25 (scale 1–5) for reading strategy use, falling within a medium range for usage. They reported using problem-solving reading strategies to the greatest extent (3.76), with global reading strategies (3.29) being second, and support reading strategies (2.85) to the least extent. Based on the data, a curricular intervention was designed to support critical reading of empirical literature in English. Conclusion. The results from this study suggest the need for inclusion of focused training on academic and scientific literacy, in particular, strategy instruction in relation to foreign language reading comprehension skills in medical school curricula.

U2 - 10.1155/2017/7273824

DO - 10.1155/2017/7273824

M3 - Journal article

VL - 2017

JO - Education Research International

JF - Education Research International

SN - 2090-4002

M1 - 7273824

ER -

ID: 186995220