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Chapupu T, Gatsi AB, Chibhabha F, Zilundu PLM. Self-regulated learning of anatomy during the COVID-19 lockdown period in a low-income setting. BMC MEDICAL EDUCATION 2024; 24:548. [PMID: 38760738 PMCID: PMC11100079 DOI: 10.1186/s12909-024-05329-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 03/20/2024] [Indexed: 05/19/2024]
Abstract
In March 2020, universities in Zimbabwe temporarily closed and switched to remote learning to contain the spread of SARS Cov2 infections. The sudden change to distance learning gave autonomy to students to direct their own learning. To understand how the students at the University of Zimbabwe and Midlands State University adapted to emergency remote learning, focus group discussions and a self-administered questionnaire survey based on the self-regulated learning inventory were conducted to capture cognitive, motivational, and emotional aspects of anatomy learning during the COVID-19 pandemic. Thematic analysis was used to identify patterns among these students' lived experiences. Two coders analyzed the data independently and discussed the codes to reach a consensus. The results showed that students at the two medical schools cognitively and meta-cognitively planned, executed and evaluated self-regulated strategies in different ways that suited their environments during the COVID-19 lockdown. Several factors, such as demographic location, home setting/situation, socioeconomic background and expertise in using online platforms, affected the students' self-directed learning. Students generally adapted well to the constraints brought about by the lockdown on their anatomy learning in order to learn effectively. This study was able to highlight important self-regulated learning strategies that were implemented during COVID-19 by anatomy learners, especially those in low-income settings, and these strategies equip teachers and learners alike in preparation for similar future situations that may result in forced remote learning of anatomy.
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Affiliation(s)
- Tapiwa Chapupu
- Department of Basic Dental and Medical Sciences, College of Dentistry, Ajman University, Ajman, United Arab Emirates
- Anatomy Unit, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, University of Zimbabwe, Harare, Zimbabwe
| | - Anesuishe B Gatsi
- Anatomy Unit, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, University of Zimbabwe, Harare, Zimbabwe
| | - Fidelis Chibhabha
- Department of Anatomy, Faculty of Medicine and Health Sciences, Midlands State University, Gweru, Zimbabwe
| | - Prince L M Zilundu
- Department of Basic Dental and Medical Sciences, College of Dentistry, Ajman University, Ajman, United Arab Emirates.
- Center of Medical and Bio-allied Health Sciences Research, Ajman, United Arab Emirates.
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Zarei Hajiabadi Z, Sandars J, Norcini J, Gandomkar R. The potential of structured learning diaries for combining the development and assessment of self-regulated learning. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:27-43. [PMID: 37273028 DOI: 10.1007/s10459-023-10239-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Accepted: 05/07/2023] [Indexed: 06/06/2023]
Abstract
Structured Self-Regulated Learning (SSRL) diaries have the potential for combining the development and assessment of a student's SRL processes over time. The aim of this study was to evaluate the extent to which an SSRL diary can develop SRL and provide a reliable longitudinal assessment of SRL development in academically low-achieving undergraduate medical students. We conducted a quasi-experimental study with low-achieving medical students at Tehran University of Medical Sciences. The intervention was a weekly SSRL diary, with 21 items in two parts (before and after studying) that was integrated with weekly explicit SRL training. A repeated measures ANOVA was performed to assess the participants' SRL development across time. We conducted generalizability theory analysis in two designs; the first was to assess the reliability of the total diary score in assessing low-achieving medical students' SRL and the second was to assess the efficacy of the four-week intervention results in improving the low-achieving medical students' SRL. Each participant (n = 20) completed four SSRL diaries. There were significant positive changes during the intervention in the students' measures of total SRL, time estimation of study, time spent on study, concentration, elaboration, organization, self-monitoring, and self-evaluation. The absolute and relative generalizability coefficients for the first design, which indicates the reliability of the students' SRL scores, were 0.71 and 0.77. The absolute and relative generalizability coefficients for the second design, which presents the reliability of the improvement of students' SRL across time were 0.79 and 0.87. The results of this study suggest that SSRL diaries combined with explicit training can provide an effective and reliable method for combining the development and assessment of SRL in low-achieving medical students' SRL over time.
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Affiliation(s)
- Zahra Zarei Hajiabadi
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, Tehran, 141663591, Iran
| | - John Sandars
- Edge Hill University Medical School, Edge Hill University, Ormskirk, UK
| | | | - Roghayeh Gandomkar
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, Tehran, 141663591, Iran.
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran.
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Greenberg A, Olvet DM, Brenner J, Zheng B, Chess A, Schlegel EFM, Ginzburg SB. Strategies to support self-regulated learning in integrated, student-centered curricula. MEDICAL TEACHER 2023; 45:1387-1394. [PMID: 37270764 DOI: 10.1080/0142159x.2023.2218538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
PURPOSE With undergraduate medical education shifting to an integrated, student-centered approach, self-regulated learning (SRL) skills are critical for student success. Educational research holds that learning strategy effectiveness is context dependent. Our study aims to explore what strategies medical students use to support SRL when engaged in the specific context of an integrated, student-centered curriculum. APPROACH This study took place in two medical schools with integrated, student-centered curricula. Semi-structured interviews were conducted with first-year medical students from both schools, asking them to reflect on the learning strategies they used throughout their first year of medical school. Interview data was analyzed first deductively using the SRL framework and then inductively to understand the specific strategies being used. FINDINGS Students engaged in strategies to support SRL in ways that were unique to the integrated, student-centered context. We found that medical students developed strategies to plan for integration and building connections across material during all three phases of self-regulated learning. INSIGHTS By identifying specific tasks and behaviors students utilized during their first year of medical school, this study provides a roadmap that students and educators can use to help students become self-regulated learners.
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Affiliation(s)
- Amy Greenberg
- College of Human Medicine at Michigan State University, East Lansing, MI, USA
| | - Doreen M Olvet
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA
| | - Judith Brenner
- New York University Long Island School of Medicine, Mineola, NY, USA
| | - Binbin Zheng
- Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| | - Amber Chess
- Office of Student Disability Services, University of Chicago, Chicago, IL, USA
| | - Elisabeth F M Schlegel
- Department of Medical Education, Western Atlantic University School of Medicine, Freeport, Bahamas
| | - Samara B Ginzburg
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA
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Zheng B, Ganotice FA, Lin CH, Tipoe GL. From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education. MEDICAL EDUCATION ONLINE 2023; 28:2217549. [PMID: 37243670 DOI: 10.1080/10872981.2023.2217549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Revised: 03/29/2023] [Accepted: 05/21/2023] [Indexed: 05/29/2023]
Abstract
INTRODUCTION Online interprofessional education is a collaborative process that emphasizes both individual reflection and shared discourses. A useful analytical tool for understanding the complex dynamics of online collaborative learning is the community of inquiry (CoI) framework, which originally held that there are three types of presence in such learning: teaching, cognitive, and social. However, it was later revised to include learning presence, which is characterized by self-regulated learning. Our study aims to refine the construct of learning presence through a clearer understanding of how self- and co-regulation jointly influence learning outcomes. METHODS We surveyed 110 people involved with an online interprofessional medical-education curriculum at a university in Hong Kong. Path analysis was adopted to explore the relationships among 1) the three original presences of CoI; 2) learning presence (i.e., for this purpose, a combination of self-regulation and co-regulation); and 3) two learning outcomes: perceived progress and learner satisfaction. RESULTS The results of path analysis indicated that teaching presence had a significant indirect effect, through co-regulation, on perceived progress. In terms of direct relationships, co-regulation significantly and positively influenced both self-regulation and cognitive presence; and social presence had both positive influence on learners' satisfaction and perceived progress. DISCUSSION This study's findings suggest the important role of co-regulation in supporting self-regulation, especially in online collaborative-learning environments. Learners' self-regulation skills are shaped by their social interactions and regulatory activities with others. This further implies that health-professions educators and instructional designers should create learning activities that facilitate the development of co-regulatory skills, as a means of improving learning outcomes. As self-regulation is an important skill for health professions learners' lifelong learning, and because their future workplaces will be interdisciplinary in nature, it is critical to provide interactive and collaborative learning environments that will promote co-regulation and self-regulation.
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Affiliation(s)
- Binbin Zheng
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR
| | - Fraide A Ganotice
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR
| | - Chin-Hsi Lin
- Academic Unit of Teacher Education and Learning Leadership, Faculty of Education, The University of Hong Kong, Hong Kong SAR
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR
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Cecilio-Fernandes D, Medina-Ramírez R, Sandars J, Costa MJ. Self-regulated learning processes across different physiotherapy clinical procedural skills and time intervals: A SRL microanalysis study. MEDICAL TEACHER 2023; 45:1170-1176. [PMID: 37036188 DOI: 10.1080/0142159x.2023.2198096] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
PURPOSE OF THE STUDY The performance of a clinical procedural skill by an individual student is associated with their use of Self-Regulated Learning (SRL) processes. However, previous research has not identified if an individual student has a similarity in their use of SRL processes across different clinical procedural skill tasks and at a time interval. The aim of this pilot study was to explore the similarity in the use of SRL processes by individual students across different clinical procedural skill tasks and at a time interval. METHODS SRL-microanalysis was used to collect within-subject data on undergraduate physiotherapy students' use of the two key SRL processes (planning and monitoring) during their performance of different goniometry clinical procedural skills tasks and also at a fourth month interval. RESULTS An individual student's use of key SRL processes across different clinical procedural skill tasks and at a time interval was similar. Also, this similarity was identified for students with initial successful and unsuccessful performances. CONCLUSION Our findings have implications for the future wider practical implementation of SRL microanalysis to inform personalised SRL feedback for developing the clinical procedural skills of individual students. Further research with a greater number of students and across a wider range of clinical procedural skills will be required to confirm our findings, and also its effectiveness on feedback and future performance.
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Affiliation(s)
- Dario Cecilio-Fernandes
- Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Campinas, Brazil
| | | | - John Sandars
- Edge Hill University Medical School, Edge Hill University, Ormskirk, UK
| | - Manuel João Costa
- Life and Health Sciences Research Institute (ICVS), School of Medicine, University of Minho, Braga, Portugal
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Zarei Hajiabadi Z, Gandomkar R, Sohrabpour AA, Sandars J. Developing low-achieving medical students' self-regulated learning using a combined learning diary and explicit training intervention. MEDICAL TEACHER 2023; 45:475-484. [PMID: 36534740 DOI: 10.1080/0142159x.2022.2152664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
INTRODUCTION The development of self-regulated learning (SRL) is an essential educational component of remediation for low-achieving students. The aim of this study was to design, implement, and evaluate a longitudinal SRL intervention combining both a structured learning diary and explicit SRL training in a cohort of low-achieving undergraduate medical students. MATERIALS AND METHODS A mixed methods quasi-experimental study was conducted, with a pretest-posttest study in the intervention group and comparison of the GPA and course grade of the intervention group with a historical comparison group. A questionnaire and focus group explored the participants' perceptions about the intervention. RESULTS The SRL scores (total and rehearsal, organization, critical thinking, metacognitive regulation, time management and environment management) and course grade of participants were significantly improved in the intervention group. The course grade of participants was significantly higher than the comparison group but the GPA was not significantly different. Overall, the participants were positive about the intervention. CONCLUSIONS This study was the first in medical education to evaluate the effectiveness and user acceptability of an SRL intervention that combined a structured learning diary and explicit SRL training in low-achieving medical students. Further research is recommended in different contexts and with larger number of students.
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Affiliation(s)
- Zahra Zarei Hajiabadi
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Roghayeh Gandomkar
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Amir Ali Sohrabpour
- Liver and Pancreatobiliary Diseases Research Center, Digestive Disease Research Institute, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - John Sandars
- Edge Hill University Medical School, Edge Hill University, Ormskirk, UK
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Goldowsky A, Rencic J. Self-regulated learning and the future of diagnostic reasoning education. Diagnosis (Berl) 2023; 10:24-30. [PMID: 36476651 DOI: 10.1515/dx-2022-0066] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Accepted: 11/08/2022] [Indexed: 12/12/2022]
Abstract
Diagnostic reasoning is a foundational ability of health professionals. The goal of enhancing clinical reasoning education is improved diagnostic accuracy and reduced diagnostic error. In order to do so, health professions educators need not only help learners improve their clinical reasoning, but teach them how to develop expert performance. An evidence-based learning strategy that is strongly associated with expert performance is self-regulated learning (SRL). SRL is the modulation of "self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals". At this time, there is little data on the use of SRL to improve diagnostic reasoning. However, there appear to be numerous opportunities to utilize SRL in novel ways to improve diagnostic reasoning given what is already known about this competency. Examples that are discussed include the role SRL can play in simulation, clinical experiences, assessment, and novel technologies such as virtual reality, artificial intelligence, and machine learning. SRL is central to the philosophy that health professionals are life-long learners, as it teaches learners "how to learn". SRL has the potential to help achieve the goal of improved diagnostic accuracy and reduced diagnostic error.
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Affiliation(s)
- Alexander Goldowsky
- Division of Gastroenterology and Hepatology, Boston University School of Medicine, Boston, MA, USA
| | - Joseph Rencic
- Section of General Internal Medicine, Boston University School of Medicine, Boston, MA, USA
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Clemmons KR, Vuk J, Sullivan N. One size doesn’t fit all: framework and resources for individualized interventions for struggling medical students. MEDEDPUBLISH 2021. [DOI: 10.12688/mep.17460.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
When helping struggling medical students, a “one size fits all” approach is often ineffective, as many different factors affect academic success. In our experience, these factors may overlap or be distinct for each student, and thus require individualized interventions based on student needs. We recommend an individualized model of academic support includes an intake interview, assessment, individualized interventions, and follow up to assess progress. This paper provides a recommended framework of resources for medical school faculty and staff who work with struggling students. Different issues that lead students to struggle are categorized in the main domains of Bloom’s taxonomy: cognitive, affective, and psychomotor. A discussion of the impact of the factors in each domain includes detailed tables with corresponding manifestations, assessments, and support strategies literature for each issue. An application of a proposed framework is presented on a case example. Individualized approaches to improving medical student success are presented to address the complex and interrelated areas of academic success, wellbeing, quality of life, career potential, and satisfaction with medical school.
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Versteeg M, Bressers G, Wijnen-Meijer M, Ommering BWC, de Beaufort AJ, Steendijk P. What Were You Thinking? Medical Students' Metacognition and Perceptions of Self-Regulated Learning. TEACHING AND LEARNING IN MEDICINE 2021; 33:473-482. [PMID: 33722115 DOI: 10.1080/10401334.2021.1889559] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
PHENOMENON As a component of self-regulated learning, metacognition is gaining attention in the medical education research community. Metacognition, simply put, is thinking about one's thinking. Having a metacognitive habit of mind is essential for healthcare professionals. This study identified the metacognitive competencies of medical students as they completed a conceptual learning task, and provided insight into students' perceptions of self-regulated learning in their curriculum. Approach: Eleven third-year medical students from a Dutch University were purposively sampled to participate in this qualitative study. The study design included a think-aloud assignment followed by a semi-structured interview. During the assignment, participants were instructed to think aloud while solving questions about medical physiological concepts such as blood flow, pressure, and resistance. Think-aloud data were collected through audiotaping and used to identify participants' metacognitive competencies. The assignment also served as a prompt for an interview in which participants were questioned about metacognitive knowledge, monitoring, experiences, and perceptions of self-regulated learning in their curriculum. All data were transcribed verbatim and analyzed iteratively using a template analysis. Findings: Students differed in their use of metacognitive skills, with an overall focus on monitoring and, to a lesser extent, on planning and evaluation. Additionally, differences were found in students' metacognitive knowledge and metacognitive experiences. There was apparent use of inefficient, superficial predictive cues. Regarding perceptions of self-regulated learning skills, some students felt no need to develop such skills as they perceived medical education as an exercise in memorizing facts. Others emphasized the need for more insight into their actual level of knowledge and competence. Insights: Pre-clinical medical students require explicit teaching of metacognitive skills to facilitate self-regulated learning. Educators should aim to integrate metacognition in the everyday discourse of the classroom to foster an environment in which students discuss their own learning. UNLABELLED Supplemental data for this article is available online at https://doi.org/10.1080/10401334.2021.1889559.
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Affiliation(s)
- Marjolein Versteeg
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
- Department of Cardiology, Leiden University Medical Center, Leiden, The Netherlands
| | - Guusje Bressers
- Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, The Netherlands
| | - Marjo Wijnen-Meijer
- TUM School of Medicine, TUM Medical Education Center, Technical University of Munich, Munich, Germany
| | - Belinda W C Ommering
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Arnout Jan de Beaufort
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Paul Steendijk
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
- Department of Cardiology, Leiden University Medical Center, Leiden, The Netherlands
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Metz MJ, Immekus JC, Lyle KB, George CE. Effects of active engagement and spaced retrieval practice on knowledge and application of a self-assessment rubric. J Dent Educ 2021; 85:1786-1794. [PMID: 34310725 DOI: 10.1002/jdd.12745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Revised: 07/06/2021] [Accepted: 07/11/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES This study examined effects of active engagement (ENG) and spaced retrieval practice (SRP) on D1 dental students' self-assessment knowledge acquisition. METHODS D1 dental students (N = 120) were randomly assigned to one of four conditions in a 2 (ENG or no ENG) X 2 (SRP or no SRP) design. Students were tested on their knowledge of a self-assessment grading rubric (on a 30-item multiple-choice exam) and their ability to apply the rubric (on a simulated dentoform assessment). RESULTS There were significant main effects of both ENG and SRP on both outcome measures. Both ENG and SRP increased students' knowledge of, and ability to apply, the self-assessment rubric. Effects of ENG were larger than those of SRP. There was also a significant ENG X SRP interaction on the knowledge measure. The effect of SRP was larger in the no-ENG conditions than the ENG conditions, which may reflect a ceiling effect in the ENG conditions. CONCLUSIONS ENG and SRP have the potential to substantially enhance D1 dental students' learning outcomes. These results should motivate dental educators to reject outdated instructional techniques and thereby unleash students' full learning potential. Additional research is needed with a wider range of dental students and learner topics.
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Affiliation(s)
- Michael J Metz
- Department of Comprehensive Dentistry, University of Louisville School of Dentistry, Louisville, Kentucky, USA
| | - Jason C Immekus
- Department of Educational Leadership, Evaluation and Organizational Development, University of Louisville College of Education and Human Development. Louisville, Kentucky, USA
| | - Keith B Lyle
- Department of Psychological and Brain Sciences, University of Louisville College of Arts and Sciences, Louisville, Kentucky, USA
| | - Casey E George
- Department of Educational Leadership, Evaluation and Organizational Development, University of Louisville College of Education and Human Development. Louisville, Kentucky, USA
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Cleary TJ, Slemp J, Reddy LA, Alperin A, Lui A, Austin A, Cedar T. Characteristics and Uses of SRL Microanalysis across Diverse Contexts, Tasks, and Populations: A Systematic Review. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2020.1862627] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
| | | | | | | | - Angela Lui
- Rutgers, The State University of New Jersey
| | | | - Tori Cedar
- Rutgers, The State University of New Jersey
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McHugh D, Yanik AJ, Mancini MR. An innovative pharmacology curriculum for medical students: promoting higher order cognition, learner-centered coaching, and constructive feedback through a social pedagogy framework. BMC MEDICAL EDUCATION 2021; 21:90. [PMID: 33546690 PMCID: PMC7863331 DOI: 10.1186/s12909-021-02516-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 01/26/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Ongoing developments in medical education recognize the move to curricula that support self-regulated learning processes, skills of thinking, and the ability to adapt and navigate uncertain situations as much as the knowledge base of learners. Difficulties encountered in pursuing this reform, especially for pharmacology, include the tendency of beginner learners not to ask higher-order questions and the potential incongruency between creating authentic spaces for self-directed learning and providing external expert guidance. We tested the feasibility of developing, implementing, and sustaining an innovative model of social pedagogy as a strategy to address these challenges. METHODS Constructivism, communities of practice, and networked learning theory were selected as lenses for development of the model. Three hundred sixty-five first-year medical students participated between 2014 and 2018; they were introduced to pharmacodynamics and pharmacokinetics via 15 online modules that each included: learning objectives, a clinical vignette, teaching video, cumulative concept map, and small group wiki assignment. Five-person communities organized around the 15 wiki assignments were a key component where learners answered asynchronous, case-based questions that touched iteratively on Bloom's cognitive taxonomy levels. The social pedagogy model's wiki assignments were explored using abductive qualitative data analysis. RESULTS Qualitative analysis revealed that learners acquired and applied a conceptual framework for approaching pharmacology as a discipline, and demonstrated adaptive mastery by evaluating and interacting competently with unfamiliar drug information. Learners and faculty acquired habits of self-directed assessment seeking and learner-centered coaching, respectively; specifically, the model taught learners to look outward to peers, faculty, and external sources of information for credible and constructive feedback, and that this feedback could be trusted as a basis to direct performance improvement. 82-94% of learners rated the social pedagogy-based curriculum valuable. CONCLUSIONS This social pedagogy model is agnostic with regard to pharmacology and type of health professional learner; therefore, we anticipate its benefits to be transferable to other disciplines.
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Affiliation(s)
- Douglas McHugh
- Department of Medical Sciences, Frank H. Netter MD School of Medicine, Quinnipiac University, 370 Bassett Road, North Haven, CT, 06473, USA.
| | - Andrew J Yanik
- Department of Medical Sciences, Frank H. Netter MD School of Medicine, Quinnipiac University, 370 Bassett Road, North Haven, CT, 06473, USA
| | - Michael R Mancini
- Department of Medical Sciences, Frank H. Netter MD School of Medicine, Quinnipiac University, 370 Bassett Road, North Haven, CT, 06473, USA
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Matsuyama Y, Nakaya M, Leppink J, van der Vleuten C, Asada Y, Lebowitz AJ, Sasahara T, Yamamoto Y, Matsumura M, Gomi A, Ishikawa S, Okazaki H. Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan. BMC MEDICAL EDUCATION 2021; 21:30. [PMID: 33413338 PMCID: PMC7791888 DOI: 10.1186/s12909-020-02460-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 12/16/2020] [Indexed: 06/07/2023]
Abstract
BACKGROUND Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum. METHODS A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire. RESULTS Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R2 = 0.069), regardless of timing of intervention. CONCLUSIONS Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.
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Affiliation(s)
- Yasushi Matsuyama
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Motoyuki Nakaya
- The department of Psychology and Human Developmental Sciences, Nagoya University, Furo-cho, Chikusa-ku, Nagoya, Japan
| | - Jimmie Leppink
- Hull York Medical School, University of York, Heslington, York, UK
| | - Cees van der Vleuten
- Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, 6200 MD Maastricht, The Netherlands
| | - Yoshikazu Asada
- Center for Information, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Adam Jon Lebowitz
- Department of General Education, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Teppei Sasahara
- Department of Infection and Immunity, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Yu Yamamoto
- Division of General Medicine, Center for Community Medicine, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Masami Matsumura
- Division of General Medicine, Center for Community Medicine, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Akira Gomi
- Department of Pediatric Neurosurgery, Jichi Children’s Medical Center Tochigi, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Shizukiyo Ishikawa
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Hitoaki Okazaki
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
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Bransen D, Govaerts MJB. How to conceptualise self-regulated learning: Implications for measurement. MEDICAL EDUCATION 2020; 54:684-686. [PMID: 32311141 PMCID: PMC7497278 DOI: 10.1111/medu.14183] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Accepted: 04/16/2020] [Indexed: 05/14/2023]
Abstract
When is self‐regulated learning not entirely self‐regulated? The authors argue SRL is socially embedded and we need better measurement of its reciprocal relationship with co‐regulated learning.
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Affiliation(s)
- Derk Bransen
- School of Health Professions Education (SHE)Faculty of Health, Medicine and Life ScienceMaastricht UniversityMaastrichtthe Netherlands
| | - Marjan J. B. Govaerts
- Department of Educational Development and ResearchFaculty of Health, Medicine and Life SciencesMaastricht UniversityMaastrichtthe Netherlands
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15
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Gandomkar R, Yazdani K, Fata L, Mehrdad R, Mirzazadeh A, Jalili M, Sandars J. Using multiple self-regulated learning measures to understand medical students' biomedical science learning. MEDICAL EDUCATION 2020; 54:727-737. [PMID: 32012330 DOI: 10.1111/medu.14079] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2019] [Revised: 01/17/2020] [Accepted: 01/31/2020] [Indexed: 06/10/2023]
Abstract
CONTEXT Understanding self-regulated learning (SRL) is complicated due to the different measures used to identify the key SRL processes. There is a growing trend in applying event measures of SRL (microanalysis and trace) but aptitude measures (questionnaires) continue to be widely used in medical education. A major concern is whether aptitude measures are a valid approach to capture the dimensions of SRL processes. This study examined correlations between SRL microanalysis, SRL trace and the Motivated Strategies for Learning Questionnaire (MSLQ) and how these measures were associated with biomedical science performance. METHODS An SRL microanalysis assessment interview was administered to 76 first-year medical students individually when performing a biomedical science learning task. All written materials by students were collected for further trace analysis. Students completed an MSLQ 2 weeks before completing their biomedical science course. Correlation analyses were used to determine the correlations between the three SRL assessment measures. Bivariate and multiple analyses were conducted to compare students on different course or task performance using the three SRL assessment measures. RESULTS Microanalytic metacognitive monitoring (κ = 0.30, P < .001) and causal attributions (κ = 0.17, P = .009) had statistically significant correlations with use of the SRL trace strategy. MSLQ self-efficacy correlated with microanalytic self-efficacy (r = .39, P = .001). Bivariate tests showed that microanalytic metacognitive monitoring, causal attributions and adaptive inferences, and SRL trace strategy use had significant associations with task performance (P < .05). Microanalytic self-efficacy, metacognitive monitoring and causal attributions, SRL trace strategy use and MSLQ self-efficacy had significant associations with course performance (P < .05). Measures of use of the SRL trace strategy and MSLQ subscales did not show significant associations with task and course outcomes in multiple analyses (P > .05). CONCLUSIONS Event measures, specifically SRL microanalysis, had greater associations with both task and course outcomes compared with the MSLQ measure. The SRL microanalysis is recommended for the assessment of SRL in biomedical science learning. However, to fully understand medical students' SRL a multidimensional assessment approach that combines event and aptitude measures should be used.
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Affiliation(s)
- Roghayeh Gandomkar
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Education Development Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Kamran Yazdani
- Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Ladan Fata
- Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Ramin Mehrdad
- Center for Research on Occupational Diseases, Tehran University of Medical Sciences, Tehran, Iran
| | - Azim Mirzazadeh
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Mohammad Jalili
- Department of Emergency Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - John Sandars
- Edge Hill University Medical School, Edge Hill University, Ormskirk, UK
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16
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Zheng B, Zhang Y. Self-regulated learning: the effect on medical student learning outcomes in a flipped classroom environment. BMC MEDICAL EDUCATION 2020; 20:100. [PMID: 32234040 PMCID: PMC7110809 DOI: 10.1186/s12909-020-02023-6] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2019] [Accepted: 03/26/2020] [Indexed: 05/31/2023]
Abstract
BACKGROUND The flipped-classroom model is increasingly being adopted in competency-based medical education. However, it poses a major challenge to students who have not mastered self-regulated learning strategies. This study explores which self-regulated learning skills affect student learning performance in the first 2 years of medical school at a university in the midwestern United States. METHODS Survey data were used to assess how 146 first- and second-year medical students' use of self-regulated learning strategies affected their performance on standardized tests. RESULTS Based on the results of regression analysis and content analysis, it was found that the use of peer learning and help-seeking positively affected the performance of first- and second-year students, respectively; whereas the use of rehearsal had a negative effect on student learning outcomes. CONCLUSIONS The study findings imply that during the transition period from traditional lecture-intensive learning to flipped-classroom learning, promoting peer learning and help-seeking could significantly improve students' academic achievement.
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Affiliation(s)
- Binbin Zheng
- Office of Medical Education Research and Development at the College of Human Medicine, Michigan State University, 965 Wilson Road, A-214B, East Lansing, MI 48824 USA
| | - Yining Zhang
- Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China
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17
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Naylor KA, Torres KC. Translation of learning objectives in medical education using high-and low-fidelity simulation: Learners' perspectives. J Taibah Univ Med Sci 2020; 14:481-487. [PMID: 31908634 PMCID: PMC6940622 DOI: 10.1016/j.jtumed.2019.10.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Revised: 10/22/2019] [Accepted: 10/25/2019] [Indexed: 12/04/2022] Open
Abstract
Objectives The mastering of learnt procedures by medical students is triggered by numerous elements, including the ability to understand educational goals for specific tasks. In this study, the authors investigated the processes for identifying learning objectives set forth by medical students and the possibility of the chosen simulation fidelity influencing this ability in Basic Clinical Skills and Elderly Medicine courses at the Medical University of Lublin. Methods A total of 121 medical students assessed the extent to which learning objectives were implemented in two courses with high- and low-fidelity simulation. Using an online survey with closed-ended questions, a list of learning objectives assigned to the courses was sent to participants. The authors evaluated how the courses were generally assessed in terms of their substantive value and general applicability. The Spearman rank correlation (Spearman's rho), χ2, and descriptive statistics were used for investigating research problems. Results Students correctly identified established learning objectives embedded in the courses and positively assessed both courses. Participants' affirmative opinions were related to the high substantive value of both courses. Conclusions Teachers and course creators could benefit from students' feedback about the clarity of learning objectives. The application of some of their ideas would promote a student-centred approach in medical simulation. This approach could be considered input for task selection and optimisation of learning.
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Affiliation(s)
- Katarzyna A Naylor
- Department of Didactics and Medical Simulation, Medical University of Lublin, Lublin, Poland
| | - Kamil C Torres
- Department of Didactics and Medical Simulation, Medical University of Lublin, Lublin, Poland
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Analysis of the Psychometric Properties of the Motivation and Strategies of Learning Questionnaire—Short Form (MSLQ-SF) in Spanish Higher Education Students. SOCIAL SCIENCES 2019. [DOI: 10.3390/socsci8050132] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Background and methods: The aim of this research was to analyze the psychometric properties of the Motivation and Learning Strategies Questionnaire-Short Form (MSLQ-SF), using exploratory techniques with university students. The sample was formed by 597 participants aged between 19 and 28 years old (M = 23.04; SD = 3.71), with 156 (26.1%) being male and 441 (73.9%) being female. The exploratory factor analysis was conducted using the FACTOR program. Results: The results indicate that the questionnaire provides high reliability indexes to α = 0.70 for all included dimensions. The factor describing intrinsic orientation towards goal setting was removed following exploratory analysis, while other factors adjusted satisfactorily. All factors were correlated directly and positively (p < 0.01). Conclusions: It can be concluded that the MSLQ-SF fulfils the validity and reliability specifications for use with university students of social sciences and health sciences.
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Gandomkar R, Sandars J. Clearing the confusion about self-directed learning and self-regulated learning. MEDICAL TEACHER 2018; 40:862-863. [PMID: 29327634 DOI: 10.1080/0142159x.2018.1425382] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Self-Directed Learning (SDL) and Self-Regulated Learning (SRL) are often used without a clear distinction, leading to confusion in understanding and the use of inappropriate measurement tools. SDL is a general approach to learning and can be identified using 'aptitude' questionnaires but SRL is a dynamic and context specific learning process and requires 'event' measures, such as microanalysis. These differences have implications for research and remediation.
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Affiliation(s)
- Roghayeh Gandomkar
- a Department of Medical Education , Tehran University of Medical Sciences , Tehran , Iran
| | - John Sandars
- b Department of Medical Education , Edge Hill University , Ormskirk , UK
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Rossettini G, Rondoni A, Palese A, Cecchetto S, Vicentini M, Bettale F, Furri L, Testa M. Effective teaching of manual skills to physiotherapy students: a randomised clinical trial. MEDICAL EDUCATION 2017; 51:826-838. [PMID: 28699295 DOI: 10.1111/medu.13347] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2016] [Revised: 01/05/2017] [Accepted: 03/21/2017] [Indexed: 06/07/2023]
Abstract
CONTEXT To date, despite the relevance of manual skills laboratories in physiotherapy education, evidence on the effectiveness of different teaching methods is limited. OBJECTIVES Peyton's four-step and the 'See one, do one' approaches were compared for their effectiveness in teaching manual skills. METHODS A cluster randomised controlled trial was performed among final-year, right-handed physiotherapy students, without prior experience in manual therapy or skills laboratories. The manual technique of C1-C2 passive right rotation was taught by different experienced physiotherapist using Peyton's four-step approach (intervention group) and the 'See one, do one' approach (control group). Participants, teachers and assessors were blinded to the aims of the study. Primary outcomes were quality of performance at the end of the skills laboratories, and after 1 week and 1 month. Secondary outcomes were time required to teach, time required to perform the procedure and student satisfaction. RESULTS A total of 39 students were included in the study (21 in the intervention group and 18 in the control group). Their main characteristics were homogeneous at baseline. The intervention group showed better quality of performance in the short, medium and long terms (F1,111 = 35.91, p < 0.001). Both groups demonstrated decreased quality of performance over time (F2,111 = 12.91, p < 0.001). The intervention group reported significantly greater mean ± standard deviation satisfaction (4.31 ± 1.23) than the control group (4.03 ± 1.31) (p < 0.001). Although there was no significant difference between the two methods in the time required for teaching, the time required by the intervention group to perform the procedure was significantly lower immediately after the skills laboratories and over time (p < 0.001). CONCLUSIONS Peyton's four-step approach is more effective than the 'See one, do one' approach in skills laboratories aimed at developing physiotherapy student competence in C1-C2 passive mobilisation.
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Affiliation(s)
- Giacomo Rossettini
- Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Savona, Italy
| | - Angie Rondoni
- Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Savona, Italy
| | - Alvisa Palese
- Department of Medical and Biological Sciences, University of Udine, Udine, Italy
| | | | | | | | - Laura Furri
- School of Physiotherapy, University of Verona, Verona, Italy
| | - Marco Testa
- Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Savona, Italy
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Gandomkar R, Sandars J. Unravelling the challenge of using student learning goals in clinical education. MEDICAL EDUCATION 2017; 51:676-677. [PMID: 28924990 DOI: 10.1111/medu.13337] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
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