The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

Abstract

The aim of the research reported in this paper was to explore students' ‘journey’ towards conceptual understanding during an undergraduate course. The task that medical students face – to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame – is demanding. Seven students were interviewed in a group, and 17 students gave their reflections in writing. Data was gathered from both groups on five separate occasions. The findings suggest that students seek different kinds of understandings as they get to grips with their studies. The forms of understanding were: understanding as ‘knowing the language’, ‘knowing the map’, ‘knowing the catalogue’ and ‘experiencing an integrated whole’. Students first appeared to focus on the first two forms, and later in the course, as they learned more, they focused on the ‘catalogue’ or the ‘integrated whole’. The findings point to potential pathways students might take towards gaining deeper understanding.

Keywords:

• deep learning
• course experience
• forms of understanding
• approach to learning
• medical education

Acknowledgements

Financial support was provided through the regional agreement on medical training and clinical research (ALF) between Stockholm County Council and Karolinska Institutet (project number 20080167) and through Karolinska Institutet's funding for educational projects. The authors are grateful to Cormac McGrath, Anders Ahlberg and Roy Andersson for their input on an earlier version of this paper. The authors also wish to thank the students who participated in the study.