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Adams JA, Dewsbury BM, Tanzer JR. Learning in context: Undergraduate students' knowledge and the content retention of anatomy between discipline-specific and integrated course approaches. ANATOMICAL SCIENCES EDUCATION 2024. [PMID: 38961266 DOI: 10.1002/ase.2469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Revised: 05/19/2024] [Accepted: 05/22/2024] [Indexed: 07/05/2024]
Abstract
Undergraduate introductory human anatomy and human physiology courses are either taught as discipline-specific or integrated anatomy and physiology (A&P) sequences. An institution underwent a curricular revision to change the course approach from discipline-specific Human Anatomy and Human Physiology to an integrated A&P I and II sequence, allowing the unique opportunity to explore the potential role of contextual learning in academic achievement and content retention. Mediation and moderation analysis was used to evaluate lecture examinations, laboratory practical examinations, and anatomical content retention between the different course approaches. Undergraduate students in the integrated A&P I course approach performed significantly better on lecture assessments and had a higher anatomy content retention rate at the end of the year than students enrolled in the standalone Human Anatomy course. The lecture examination averages between Human Physiology and A&P II (the second course in the sequence), as well as the anatomy laboratory practical examinations, were not significantly different between discipline-specific and integrated course approaches. The results suggest contextual learning-providing physiological context to anatomical structures-increases the anatomical content retention and academic achievement overall.
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Affiliation(s)
- Jessica A Adams
- Department of Biological Sciences, College of the Environment and Life Sciences, University of Rhode Island, Kingston, Rhode Island, USA
| | - Bryan M Dewsbury
- Department of Biological Sciences, Florida International University, Miami, Florida, USA
| | - Joshua R Tanzer
- Lifespan Biostatistics, Epidemiology, Research Design, Informatics Core, Providence, Rhode Island, USA
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Griffith M, Zvonar I, Garrett A, Bayaa N. Making goals count: A theory-informed approach to on-shift learning goals. AEM EDUCATION AND TRAINING 2024; 8:e10993. [PMID: 38882241 PMCID: PMC11178521 DOI: 10.1002/aet2.10993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Revised: 04/23/2024] [Accepted: 04/25/2024] [Indexed: 06/18/2024]
Abstract
Supervisors often ask emergency medicine trainees for their learning goals at the start of a clinical shift, though they may do so without considering the reasons for this practice. Recognizing the underlying rationale for voicing on-shift learning goals and proactively considering solutions for some of the associated challenges can help learners and supervisors employ this practice to its full potential. Goal articulation is rooted in educational principles such as self-regulated learning, targeted performance feedback, and collaborative relationships between learner and supervisor. Despite the potential for on-shift learning goals to augment learning, there are numerous barriers that make it challenging for learners and supervisors alike to create or follow up on meaningful goals. Learner-related challenges include uncertainty about how to develop goals within an unpredictable clinical environment and creating goals too narrow or broad in scope. Supervisor-related challenges include difficulties integrating direct observation into the clinical workflow and a desire to avoid negative feedback. The learning environment also presents inherent challenges, such as lack of longitudinal supervisor-learner relationships, time constraints, space limitations, and incentives for learners to conceal their knowledge gaps. The authors discuss these challenges to effective on-shift learning goals and propose solutions that target the learner's approach, the supervisor's approach, and the learning environment itself.
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Affiliation(s)
- Max Griffith
- Department of Emergency Medicine University of Washington Seattle Washington USA
| | - Ivan Zvonar
- Department of Emergency Medicine University of Washington Seattle Washington USA
| | - Alexander Garrett
- Department of Emergency Medicine University of Washington Seattle Washington USA
| | - Naeem Bayaa
- Department of Emergency Medicine University of Washington Seattle Washington USA
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Isbej L, Waterval D, Riquelme A, Véliz C, de Bruin ABH. In experts' words: Translating theory to practice for teaching self-regulated learning. MEDICAL TEACHER 2024:1-7. [PMID: 38818629 DOI: 10.1080/0142159x.2024.2359970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Accepted: 05/22/2024] [Indexed: 06/01/2024]
Abstract
INTRODUCTION Health professions education (HPE) should help students to competently self-regulate their learning, preparing them for future challenges. This study explored the perspectives of expert self-regulated learning (SRL) researchers and practitioners on the practical integration of SRL theories into teaching. METHODS An exploratory qualitative research study was conducted involving semi-structured interviews with acknowledged research leaders in the field of SRL and/or experienced professionals dedicated to teaching SRL strategies for complex skills in different disciplines. The data were analyzed using an iterative thematic approach guided by a six-step framework. RESULTS Fifteen interviews were conducted with experts from six countries representing diverse contexts, cultures, and disciplines. We identified five themes related to translating theory to practice for teaching SRL in HPE: theoretical issues, cultural aspects, stakeholders' participation, teaching complexity, assessment, and feedback. CONCLUSIONS This study presents a useful starting point for teaching SRL. The experts suggest a supportive learning environment with the guidance of competent teachers by using general and task-specific teaching and learning strategies, as well as sufficient sources and cycles of feedback, all tailored to the culture and context. These findings call for a shift in faculty development programs to foster teachers to support second-order scaffolding in HPE.
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Affiliation(s)
- Lorena Isbej
- School of Health Professions Education, Maastricht University, the Netherlands
- School of Dentistry, Faculty of Medicine, Pontificia Universidad Católica de Chile, Chile
- Pharmacology and Toxicology Programme, Faculty of Medicine, Pontificia Universidad Católica de Chile, Chile
| | - Dominique Waterval
- School of Health Professions Education, Maastricht University, the Netherlands
- Department of Educational Development and Research, School of Health Professions Education, Maastricht University, the Netherlands
| | - Arnoldo Riquelme
- Department of Gastroenterology, School of Medicine, Pontificia Universidad Católica de Chile, Chile
- Centre of Medical Education and Health Sciences, Faculty of Medicine, Pontificia Universidad Católica de Chile, Chile
| | - Claudia Véliz
- School of Dentistry, Faculty of Medicine, Pontificia Universidad Católica de Chile, Chile
| | - Anique B H de Bruin
- School of Health Professions Education, Maastricht University, the Netherlands
- Department of Educational Development and Research, School of Health Professions Education, Maastricht University, the Netherlands
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Lorello GR, Hodwitz K, Issenberg SB, Brydges R. Relinquishing control? Supervisor co-regulation may disrupt students' self-regulated learning during simulation-based training. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:9-25. [PMID: 37245197 DOI: 10.1007/s10459-023-10244-9] [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: 03/21/2023] [Accepted: 05/21/2023] [Indexed: 05/29/2023]
Abstract
When uncertain, medical trainees often seek to co-regulate their learning with supervisors and peers. Evidence suggests they may enact self-regulated learning (SRL) strategies differently when engaged in self- versus co-regulated learning (Co-RL). We compared the impacts of SRL and Co-RL on trainees' acquisition, retention, and preparation for future learning (PFL) of cardiac auscultation skills during simulation-based training. In our two-arm, prospective, non-inferiority trial, we randomly assigned first- and second-year medical students to the SRL (N = 16) or Co-RL conditions (N = 16). Across two learning sessions separated by two-weeks, participants practiced and were assessed in diagnosing simulated cardiac murmurs. We examined diagnostic accuracy and learning trace data across sessions, and conducted semi-structured interviews to explore participants' understandings of their underlying choices and learning strategies. SRL participants' outcomes were non-inferior to Co-RL participants on the immediate post-test and retention test, but not on the PFL assessment (i.e., inconclusive). Analyzing interview transcripts (N = 31) generated three themes: perceived utility of initial learning supports for future learning; SRL strategies and sequencing of murmurs; and perceived control over learning across sessions. Co-RL participants regularly described relinquishing control of learning to supervisors and regaining it when on their own. For some trainees, Co-RL seemed to interfere with their situated and future SRL. We posit that transient clinical training sessions, typical in simulation-based and workplace-based settings, may not allow the ideal processes of Co-RL to unfold between supervisor and trainee. Future research must examine how supervisors and trainees can share accountability to develop the shared mental models that underlie effective Co-RL.
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Affiliation(s)
- Gianni R Lorello
- Department of Anesthesiology and Pain Medicine, University of Toronto, Toronto, ON, Canada
- Department of Anesthesia and Pain Management, University Health Network - Toronto Western Hospital, Toronto, ON, Canada
- Women's College Research Institute, Women's College Hospital, Toronto, ON, Canada
- Wilson Centre for Research in Education, University Health Network, Toronto, ON, Canada
| | - Kathryn Hodwitz
- Li Ka Shing Knowledge Institute, St. Michael's Hospital, Unity Health Toronto, Room 5-086, 209 Victoria St., Toronto, ON, M5B 1T8, Canada
| | - S Barry Issenberg
- Michael S Gordon Center for Simulation and Innovation in Medical Education, University of Miami Miller School of Medicine, Miami, FL, USA
| | - Ryan Brydges
- Wilson Centre for Research in Education, University Health Network, Toronto, ON, Canada.
- Li Ka Shing Knowledge Institute, St. Michael's Hospital, Unity Health Toronto, Room 5-086, 209 Victoria St., Toronto, ON, M5B 1T8, Canada.
- Allan Waters Family Simulation Centre, Unity Health Toronto, Toronto, ON, Canada.
- Department of Medicine, University of Toronto, Toronto, ON, Canada.
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Breatnach CR, Floh A, Hamilton M, Mema B. Cased-based education rounds-the eternal heart of an international training program. Front Pediatr 2024; 12:1306020. [PMID: 38464897 PMCID: PMC10920320 DOI: 10.3389/fped.2024.1306020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Accepted: 01/30/2024] [Indexed: 03/12/2024] Open
Abstract
Case-based teaching or "Morning Rounds" have been used in medical education for more than a century and remain a cornerstone for teaching in many training programs. Our Pediatric Critical Care Medicine (PCCM) program was established forty years ago and has retained this form of teaching since its inception. Case-based rounds have consistently had the highest evaluation of all curricula in our program. Here we review the history of how these rounds were introduced in medical education, provide data from the learners' evaluation of these case-based rounds, and discuss the strengths and potential drawbacks of this form of teaching from an educational theories perspective with the hope that they can be used by other Pediatric Critical Care training programs.
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Affiliation(s)
- Colm R. Breatnach
- Department of Critical Care Medicine, The Hospital for Sick Children, Toronto, ON, Canada
| | - Alejandro Floh
- Department of Critical Care Medicine, The Hospital for Sick Children, Toronto, ON, Canada
- Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Melanie Hamilton
- Department of Critical Care Medicine, The Hospital for Sick Children, Toronto, ON, Canada
| | - Briseida Mema
- Department of Critical Care Medicine, The Hospital for Sick Children, Toronto, ON, Canada
- Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
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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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Stoffels M, Koster AS, van der Burgt SME, de Bruin ABH, Daelmans HEM, Peerdeman SM, Kusurkar RA. Basic psychological needs satisfaction as a mediator between clinical learning climate, self-regulated learning and perceived learning in the nursing education context. MEDICAL TEACHER 2023; 45:1364-1372. [PMID: 37339482 DOI: 10.1080/0142159x.2023.2225729] [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: 06/22/2023]
Abstract
PURPOSE Self-regulated learning (SRL) can enhance students' learning process. Students need support to effectively regulate their learning. However, the effect of learning climate on SRL behavior, its ultimate effect on learning and the underlying mechanisms have not yet been established. We explored these relationships using self-determination theory. MATERIALS AND METHODS Nursing students (N = 244) filled in questionnaires about SRL behavior, perceived learning, perceived pedagogical atmosphere and Basic Psychological Needs (BPN) satisfaction after their clinical placement. Structural equation modelling was used to test a model in which perceived pedagogical atmosphere affects SRL behavior and subsequent perceived learning through BPN satisfaction. RESULTS The tested model had an adequate fit (RMSEA = 0.080, SRMR = 0.051; CFI = 0.972; TLI = 0.950). A positively perceived pedagogical atmosphere contributed to SRL behavior, which was fully explained by BPN satisfaction. SRL partially mediated the contribution of pedagogical atmosphere/BPN to perceived learning. CONCLUSIONS A learning climate that satisfies students' BPN contributes to their SRL behavior. SRL behavior plays a positive but modest role in the relationship between climate and perceived learning. Without a culture that is supportive of learning, implementation of tools to apply SRL behavior may not be effective. Study limitations include reliance on self-report scales and the inclusion of a single discipline.
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Affiliation(s)
- Malou Stoffels
- Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Amsterdam UMC, VUmc Amstel Academy, Institute for Education and Training, Amsterdam, The Netherlands
- Faculty of Psychology and Education, LEARN! Research Institute for Learning and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Andries S Koster
- Department of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands
| | - Stephanie M E van der Burgt
- Teaching and Learning Centre Faculty of Medicine, Amsterdam UMC, Location University of Amsterdam, Amsterdam, The Netherlands
| | - Anique B H de Bruin
- Department of Educational Development & Research and School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Hester E M Daelmans
- Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Department of Skills Training, Faculty of Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Saskia M Peerdeman
- Teaching and Learning Centre Faculty of Medicine, Amsterdam UMC, Location University of Amsterdam, Amsterdam, The Netherlands
- Department of Neurosurgery, Amsterdam UMC, Location VUmc, Amsterdam, The Netherlands
| | - Rashmi A Kusurkar
- Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Faculty of Psychology and Education, LEARN! Research Institute for Learning and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Quality of Care, Amsterdam Public Health, Amsterdam, The Netherlands
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Faisal E. Understanding the interplay of self-regulated learning strategies in medical education: A cross-sectional structural equation modeling study. Health Sci Rep 2023; 6:e1689. [PMID: 38028700 PMCID: PMC10630747 DOI: 10.1002/hsr2.1689] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Revised: 10/13/2023] [Accepted: 10/23/2023] [Indexed: 12/01/2023] Open
Abstract
Background and Aims Although previous studies have investigated self-regulated learning strategies, a holistic study has not been conducted on note-taking, environmental structuring, self-evaluation, and self-consequence strategies among medical students. The current study focused on the relationships between these four self-regulated learning strategies in a medical context. Methods A conceptual model of the four strategies was developed, supported by the relevant literature. This cross-sectional study used an electronic structured questionnaire. The sample consisted of 557 medical undergraduates. The data were analysed using confirmatory factor analysis and structural equation modeling to investigate the hypothetical model. Results The conceptual model fits the data well. All relationships between the strategies were significantly positive, except for a regression between environmental structuring and self-evaluation, which was nonsignificant. Self-evaluation strategies represented the highest mean, whereas self-consequence strategies represented the lowest. Conclusion The findings of this study have implications for medical students, their teachers, and their universities regarding ways to enhance learners' regulated learning strategies. Future research should be conducted to develop additional statistical and comparison models for use in experimental studies and longitudinal investigations.
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Affiliation(s)
- Eman Faisal
- Department of Curriculum & InstructionKing Saud UniversityRiyadhSaudi Arabia
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Sulla F, Monacis D, Limone P. A systematic review of the role of teachers' support in promoting socially shared regulatory strategies for learning. Front Psychol 2023; 14:1208012. [PMID: 37780168 PMCID: PMC10538563 DOI: 10.3389/fpsyg.2023.1208012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Accepted: 08/30/2023] [Indexed: 10/03/2023] Open
Abstract
Interpersonal physiological synchrony and collaboration in educational contexts have been identified as key aspects of the learning environment to foster critical thinking, decision-making, problem-solving, and shared knowledge construction and learning of students. In addition to this, teachers' support and interaction with students result in a protective factor for students' well-being and academic outcomes. The main aim of this systematic review was to explore if and how teachers' support and relationship with students can affect their use of Socially Shared Regulatory Strategies for Learning (SSRL). Studies were identified in six electronic databases (Web of Science, Scopus, PubMed, Embase, and Cochrane CENTRAL and ERIC) following PRISMA guidelines. The initial search yielded a total of 110 records. Fifty-nine studies were fully reviewed, and 16 studies met all inclusion criteria and formed the basis for the review. Studies were analyzed and teachers' support strategies to enhance SSRL were identified and recorded. This review identifies a range of teachers' strategies that may foster students' SSRL, such as prompting and moving from one group to another, helping and checking the groups' progress, especially in primary and secondary school; flipped classrooms at university level. The results of this systematic review may inform teachers, educational practitioners, the general public and the design of individualized educational interventions aimed at improving teacher-child relationships, their well-being and academic performance.
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Affiliation(s)
- Francesco Sulla
- Learning Science Hub, Department of Humanities, University of Foggia, Foggia, Apulia, Italy
| | - Domenico Monacis
- Learning Science Hub, Department of Humanities, University of Foggia, Foggia, Apulia, Italy
| | - Pierpaolo Limone
- Department of Humanities, Pegaso University, Naples, Campania, Italy
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Clarke SO, Ilgen JS, Regehr G. Fostering Adaptive Expertise Through Simulation. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:994-1001. [PMID: 37094295 DOI: 10.1097/acm.0000000000005257] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Technology-enhanced simulation has been used to tackle myriad challenges within health professions education. Recently, work has typically adopted a mastery learning orientation that emphasizes trainees' sequential mastery of increasingly complex material. Doing so has privileged a focus on performance and task completion, as captured by trainees' observable behaviors and actions. Designing simulation in these ways has provided important advances to education, clinical care, and patient safety, yet also placed constraints around how simulation-based activities were enacted and learning outcomes were measured. In tracing the contemporary manifestations of simulation in health professions education, this article highlights several unintended consequences of this performance orientation and draws from principles of adaptive expertise to suggest new directions. Instructional approaches grounded in adaptive expertise in other contexts suggest that uncertainty, struggle, invention, and even failure help learners to develop deeper conceptual understanding and learn innovative approaches to novel problems. Adaptive expertise provides a new lens for simulation designers to think intentionally around how idiosyncrasy, individuality, and inventiveness could be enacted as central design principles, providing learners with opportunities to practice and receive feedback around the kinds of complex problems they are likely to encounter in practice. Fostering the growth of adaptive expertise through simulation will require a fundamental reimagining of the design of simulation scenarios, embracing the power of uncertainty and ill-defined problem spaces, and focusing on the structure and pedagogical stance of debriefing. Such an approach may reveal untapped potential within health care simulation.
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Affiliation(s)
- Samuel O Clarke
- S.O. Clarke is associate professor, Department of Emergency Medicine, University of California, Davis, Sacramento, California; ORCID: https://orcid.org/my-orcid?orcid=0000-0003-3762-1727
| | - Jonathan S Ilgen
- J.S. Ilgen is professor, Department of Emergency Medicine, University of Washington School of Medicine, Seattle, Washington; ORCID: https://orcid.org/0000-0003-4590-6570
| | - Glenn Regehr
- G. Regehr is professor, Department of Surgery, and senior scientist, Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada; ORCID: https://orcid.org/0000-0002-3144-331X
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Corazza L, Shirkhani S, Berberat PO, Wijnen-Meijer M. Structured interviews on self-regulated learning strategies of medical students in the final year of medical school. BMC MEDICAL EDUCATION 2023; 23:604. [PMID: 37620862 PMCID: PMC10464390 DOI: 10.1186/s12909-023-04607-4] [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: 02/06/2023] [Accepted: 08/23/2023] [Indexed: 08/26/2023]
Abstract
BACKGROUND In the final year of medical school, the educational focus is on experiences in the clinical environment. This is where students acquire most of their practical knowledge for their future career and need to optimise their Self-Regulated Learning (SRL) strategies. Hence, the current study aims to explore which SRL strategies medical students use during their clerkships in different learning settings. METHODS Structured interviews were conducted between May 2019 and December 2020 with 43 medical students during their final year in Munich, Germany. The students were surveyed about their SRL strategies. The transcribed data were thematically analysed using the measurements Strategy Use (SU) and Strategy Frequency (SF). RESULTS Interview data were organized into 11 SRL strategy categories. The most used SRL strategy in general was "seeking information in the internet in form of a text" (SU: 1; SF: 2.605), with an e-learning tool; followed by "seeking social assistance from doctors" (SU: 0.977; SF: 1.884), and "seeking information in books" (SU: 0.884; SF: 1.419). There were differences in the usage of SRL in different learning contexts between female and male students. For example, 95.3% of students are "seeking social assistance from doctors" when having difficulties on the ward, but only 55.8% when they need help with written tasks (e.g. medical letter). The results show a difference in SRL usage when preparing for oral-practical (79.1% books) and written (97.7% e-learning tool) exam. However, it also appears that some students do not have SRL strategies for certain situations, mostly due to a lack of time. CONCLUSION Medical students in the clinical phase are adapting their SRL strategy to the learning situation. To better support students´ SRL, it is necessary to ensure availability for their preferred resources: e-learning tool and experienced physicians as supervisors. Future research should focus on strategies to handle the limited time during clerkships.
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Affiliation(s)
- Laura Corazza
- Technical University of Munich (TUM), School of Medicine, TUM Medical Education Center, Ismaninger Straße 22, 81675, Munich, Germany
| | - Sepide Shirkhani
- Technical University of Munich (TUM), School of Medicine, TUM Medical Education Center, Ismaninger Straße 22, 81675, Munich, Germany
| | - Pascal O Berberat
- Technical University of Munich (TUM), School of Medicine, TUM Medical Education Center, Ismaninger Straße 22, 81675, Munich, Germany
| | - Marjo Wijnen-Meijer
- Technical University of Munich (TUM), School of Medicine, TUM Medical Education Center, Ismaninger Straße 22, 81675, Munich, Germany.
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Kebaetse MB, Conteh B, Kebaetse M, Mokone GG, Nkomazana O, Mogodi MS, Wright J, Falama R, Winston K. Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum. MEDICAL SCIENCE EDUCATOR 2023; 33:755-765. [PMID: 37501812 PMCID: PMC10368596 DOI: 10.1007/s40670-023-01790-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/15/2023] [Indexed: 07/29/2023]
Abstract
While the evaluation of learning development interventions needs to be considered carefully and included at the curriculum design stage, there is limited literature on the actual design of interventions, especially on how these designs evolve and improve over time. This paper describes the evolution of a learning development program intended to support first-year medical students adjusting to a problem-based learning curriculum. We used a design-based research approach, articulating our theoretical grounding and incorporating students' voices to develop an "optimal" intervention for the specific challenges in our context. We describe lessons learned around four aspects: students' growth and development, teachers' professional growth and development, program design principles, and the emergent components of a learning development program. Overall, our students describe the Learning Success Program as adding value by enabling the adoption of a repertoire of skills and strategies for learning management. Additionally, the incremental nature of design-based research allowed for the development of a context-specific program that considers students' voices through needs assessment and feedback on the program offerings. It has also provided an opportunity for the professional development of teachers through feedback from classroom practice, reflection, and the literature. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01790-3.
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Affiliation(s)
- Masego B. Kebaetse
- Department of Medical Education, University of Botswana, Gaborone, Botswana
| | - Brigid Conteh
- Communication and Study Skill Unit, University of Botswana, Gaborone, Botswana
| | - Maikutlo Kebaetse
- Department of Biomedical Sciences, University of Botswana, Gaborone, Botswana
| | | | | | - Mpho S. Mogodi
- Department of Medical Education, University of Botswana, Gaborone, Botswana
| | - John Wright
- Department of Biomedical Sciences, University of Botswana, Gaborone, Botswana
| | - Rosemary Falama
- Department of Medical Education, University of Botswana, Gaborone, Botswana
| | - Kalman Winston
- Department of Public Health and Primary Care, Cambridge University, Cambridge, UK
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Miller KA, Auerbach M, Bin SS, Donoghue A, Kerrey BT, Mittiga MR, D'Ambrosi G, Monuteaux MC, Marchese A, Nagler J. Coaching the coach: A randomized controlled study of a novel curriculum for procedural coaching during intubation. AEM EDUCATION AND TRAINING 2023; 7:e10846. [PMID: 36936084 PMCID: PMC10014969 DOI: 10.1002/aet2.10846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Revised: 01/06/2023] [Accepted: 01/11/2023] [Indexed: 06/18/2023]
Abstract
Background Videolaryngoscopy allows real-time procedural coaching during intubation. This study sought to develop and assess an online curriculum to train pediatric emergency medicine attending physicians to deliver procedural coaching during intubation. Methods Curriculum development consisted of semistructured interviews with 12 pediatric emergency medicine attendings with varying levels of airway expertise analyzed using a constructivist grounded theory approach. Following development, the curriculum was implemented and assessed through a multicenter randomized controlled trial enrolling participants in one of three cohorts: the coaching module, unnarrated video recordings of intubations, and a module on ventilator management. Participants completed identical pre and post assessments asking them to select the correct coaching feedback and provided reactions for qualitative thematic analysis. Results Content from interviews was synthesized into a video-enhanced 15-min online coaching module illustrating proper technique for intubation and strategies for procedural coaching. Eighty-seven of 104 randomized physicians enrolled in the curriculum; 83 completed the pre and post assessments (80%). The total percentage correct did not differ between pre and post assessments for any cohort. Participants receiving the coaching module demonstrated improved performance on patient preparation, made more suggestions for improvement, and experienced a greater increase in confidence in procedural coaching. Qualitative analysis identified multiple benefits of the module, revealed that exposure to video recordings without narration is insufficient, and identified feedback on suggestions for improvement as an opportunity for deliberate practice. Conclusions This study leveraged clinical and educational digital technology to develop a curriculum dedicated to the content expertise and coaching skills needed to provide feedback during intubations performed with videolaryngoscopy. This brief curriculum changed behavior in simulated coaching scenarios but would benefit from additional support for deliberate practice.
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Affiliation(s)
- Kelsey A. Miller
- Department of PediatricsHarvard Medical SchoolBostonMassachusettsUSA
| | - Marc Auerbach
- Departments of Pediatrics and Emergency MedicineYale School of MedicineNew HavenConnecticutUSA
| | - Steven S. Bin
- Departments of Pediatrics and Emergency MedicineUniversity of California San FranciscoSan FranciscoCaliforniaUSA
| | - Aaron Donoghue
- Department of Anesthesiology and Critical CarePerelman School of Medicine at the University of PennsylvaniaPhiladelphiaPennsylvaniaUSA
| | - Benjamin T. Kerrey
- Department of PediatricsUniversity of Cincinnati College of MedicineCincinnatiOhioUSA
| | | | | | | | - Ashley Marchese
- Department of PediatricsHarvard Medical SchoolBostonMassachusettsUSA
| | - Joshua Nagler
- Department of PediatricsHarvard Medical SchoolBostonMassachusettsUSA
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Deng L, Daverpanah N, Izadpanah S. The effect of educational computer games on the academic resilience, academic self-regulation, and academic achievement of EFL students. Front Psychol 2023; 13:947577. [PMID: 36755985 PMCID: PMC9901295 DOI: 10.3389/fpsyg.2022.947577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Accepted: 12/13/2022] [Indexed: 01/24/2023] Open
Abstract
Introduction In recent years there has been an increasing interest in the field of educational computer games (ECGs). Although ECGs have been researched, more analyses still need to be performed on these variables to check their effects on language learning. Methods To this end, 74-third grade female state high school students from two schools in Zanjan were selected through a two-stage cluster random sampling method. The number of students in each class was 37. One of the classes (control group) was trained traditionally and the other was for one semester through the researchers-made ECGs. After completing the training, the research tools were performed as a post-test on the experimental and control groups. The data collection stage took place for about 6 months. Results Based on the results from the research questions, the use of training computers has been effective in increasing AR, ASR, and AA. Discussion It has significant implications for teachers and learners in the EFL context and opens interesting opportunities for administrators and curriculum developers to explore when planning EFL courses.
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Affiliation(s)
- Lin Deng
- College of Xingzhi, Zhejiang Normal University, Zhejiang, China
| | - Nikoo Daverpanah
- Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran
| | - Siros Izadpanah
- Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran,*Correspondence: Siros Izadpanah, ✉
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Neufeld A. On the challenges of embedding assessments of self-regulated learning into licensure activities in health professions education. CANADIAN MEDICAL EDUCATION JOURNAL 2022; 13:110-114. [PMID: 36091732 PMCID: PMC9441124 DOI: 10.36834/cmej.75780] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
How can we claim that we are creating "lifelong learners" if we are not embedding assessments of self-regulated learning (SRL) into health professions education (HPE)? A good question but one that we must not try to answer too hastily. Some may consider SRL to be such an important competency that failing to assess it disservices everyone involved in HPE, including patients. I would argue that assessment of SRL may well be justified, but that how it is measured, what we might find, and what the implications of those findings might be, are equally critical to consider. The fact is that learners in HPE face many pressures that influence not just the quantity but also the quality of their self-regulation towards learning, which measures of SRL would have to account for, to be effective. Drawing on the self-regulation literature and self-determination theory (SDT) in particular, my aim in the present commentary is to discuss some of the nuances and issues that we would need to address, if we were to move towards a unified approach to assessing SRL in HPE.
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Affiliation(s)
- Adam Neufeld
- Department of Family Medicine, Cumming School of Medicine, University of Calgary
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16
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Ganotice FA, Yeung SSS, Tipoe GL. Nurturing the "self" in health professions education. MEDICAL EDUCATION 2022; 56:7-9. [PMID: 34762314 DOI: 10.1111/medu.14689] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Revised: 10/12/2021] [Accepted: 10/21/2021] [Indexed: 06/13/2023]
Abstract
The shift in the way how health care is delivered from exclusive (disciplinary) to a more collective and inclusive (interprofessional) has recently been gaining traction in health care. The need for this shift is even magnified when the health care system face unprecedented challenges that single expertise is no more enough. The promise of transformative power of collaboration in health care suggests that collective intelligence achieves tasks more effectively than a single expertise could achieve.
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Affiliation(s)
- Fraide A Ganotice
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong
| | | | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong
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Kämmer JE, Hautz WE. Beyond competence: Towards a more holistic perspective in medical education. MEDICAL EDUCATION 2022; 56:4-6. [PMID: 34761826 PMCID: PMC9299073 DOI: 10.1111/medu.14692] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Accepted: 10/09/2021] [Indexed: 06/13/2023]
Abstract
The authors draw connections between four State of the Science articles that encourage diversity in our field while worrying about heterogeneity of terminology impeding theory integration and practical impact.
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Affiliation(s)
- Juliane E. Kämmer
- Department of Emergency Medicine, Inselspital University Hospital BernUniversity of BernBernSwitzerland
- Center for Adaptive Rationality (ARC)Max Planck Institute for Human DevelopmentBerlinGermany
| | - Wolf E. Hautz
- Department of Emergency Medicine, Inselspital University Hospital BernUniversity of BernBernSwitzerland
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Eva KW. Connections within the seemingly inevitable triad of self, social and situation. MEDICAL EDUCATION 2022; 56:2-3. [PMID: 34761428 DOI: 10.1111/medu.14688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 10/27/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Kevin W Eva
- Centre for Health Education Scholarship, University of British Columbia Medicine, Vancouver, British Columbia, Canada
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Fomina T. Conceptual Approaches to the Analysis of Self-regulated Learning in Foreign Psychology. СОВРЕМЕННАЯ ЗАРУБЕЖНАЯ ПСИХОЛОГИЯ 2022. [DOI: 10.17759/jmfp.2022110303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
The problem of self-regulated learning, as well as designing effective technologies for the development of students’ self-regulation has remained relevant for many years. Foreign psychology has accumulated significant experience in theoretical comprehension and empirical verification of various models of self-regulated learning. The purpose of this article is to review the most well-known approaches to understanding self-regulated learning in foreign psychology, as well as to consider promising areas of research through the prism of already formed scientific ideas. The discussion is focused on the issues of differentiating the concepts of self-regulation and metacognition, the role of cognitive and motivational factors in self-regulation of the learning activity, сo-regulation, and the contextual factors influencing self-regulation. The authors substantiate the conclusion that in the modern conditions of education development, the study of self-regulated learning should include the analysis of different-level substructures of regulation, since regulation of the effective goal achievement requires the involvement of various psychological resources of a person.
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Affiliation(s)
- T.G. Fomina
- Psychological Institute of the Russian Academy of Education
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