A qualitative study exploring how students’ conceptualisations of lifelong learning develop in an undergraduate medical training programme

There is currently a paucity of evidence regarding how medical undergraduate training influences students’ attitudes and skills for lifelong learning (LL). This study describes medical graduates’ conceptualisations of LL at the University of Dundee and proposes a provisional theory regarding related curriculum influences. Using a methodology informed by scientific realism, semi-structured interviews were employed to explore six graduating medical students’ conceptualisations of and preparedness for LL. Findings were thematically analysed and aligned with existing educational theories. Graduates characterised LL as a continual process which emphases reflection, responsibility for learning, and maintaining motivation. Their conceptualisations did not translate readily beyond professional medical practice. The strongest curriculum influences were experiences in the authentic clinical environment, use of learning portfolios, and the intercalation of a medical science degree. In the absence of formal teaching, medical students’ conceptualisations of LL develop in accordance with both the implicit prevailing professional narrative and from curriculum interventions which: increase their sense of relatedness with their community of practice; provide autonomy in learning; and engender a sense of responsibility to learn. This provisional theory could be valuable in guiding the teaching and assessment of LL in-line with contemporary graduate outcome frameworks.目前学界关于医学本科培训如何影响学生终身学习（lifelong learning，LL）的态度与技能的相关研究证据仍较为匮乏。本研究阐述了邓迪大学（University of Dundee）医学毕业生对终身学习的认知，并针对相关课程影响提出了一套初步理论。本研究采用基于科学实在论（scientific realism）的研究范式，通过半结构化访谈（semi-structured interviews）对6名应届医学毕业生的终身学习认知及准备情况展开探究。研究采用主题分析法对访谈结果进行编码分析，并结合现有教育理论进行了比对验证。毕业生将终身学习界定为一个持续的过程，核心强调反思、学习责任与动机维持。但他们的终身学习认知并未轻易延伸至医学专业实践范畴之外。对其终身学习认知影响最为显著的课程因素包括：真实临床环境中的实践经历、学习档案袋（learning portfolios）的应用，以及插读医学科学学位的培养环节。在缺乏正式教学的情境下，医学生的终身学习认知会通过两种路径形成：一是契合当下隐性的行业主流叙事，二是受益于各类课程干预手段——包括增强其与实践共同体（community of practice）的联结感、赋予学习自主权、以及培育其学习责任感。该初步理论可为契合当代毕业生成果框架的终身学习教学与评估工作提供有益的参考与指导。