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Salajegheh M, Rooholamini A, Norouzi A. Investigating the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model. BMC MEDICAL EDUCATION 2024; 24:257. [PMID: 38459546 PMCID: PMC10921607 DOI: 10.1186/s12909-024-05253-0] [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: 10/28/2023] [Accepted: 03/03/2024] [Indexed: 03/10/2024]
Abstract
BACKGROUND The importance of motivation regulation in medical students is highly significant due to their unique educational circumstances, such as clinical exposure. However, the role of clinical exposure in learning motivational self-regulation skills in students has not been explored thus far. This current study aims to investigate the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model. METHOD This study was descriptive-analytical research conducted in 2022 on medical students. Data collection involved two questionnaires including Meta motivational Strategies in Medical Students Questionnaire and Maastricht Clinical Teaching Questionnaire. The research comprised two stages including measuring motivational self-regulation strategies in students before entering the clinical exposure phase, and simultaneous measurement of clinical exposure based on the student's viewpoint and their motivational self-regulation strategies at the end of the first term of clinical exposure. RESULTS The results revealed a significant relationship between six dimensions of the cognitive apprenticeship model, including modeling, coaching, scaffolding, reflection, exploration, and learning environment, with motivational self-regulation strategies. However, there was no significant relationship between the articulation dimension of the cognitive apprenticeship model and motivational self-regulation strategies. CONCLUSION Clinical exposure indirectly enhances students' metacognitive skills. Observing the behavior of clinical faculty in the clinical exposure setting leads to the improvement of motivational self-regulation strategies in medical students.
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Affiliation(s)
- Mahla Salajegheh
- Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Azadeh Rooholamini
- Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran.
| | - Ali Norouzi
- Education Development Center, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
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Arslan G. Strength-Based Parenting and Academic Motivation in Adolescents Returning to School After COVID-19 School Closure: Exploring the Effect of School Belonging and Strength Use. Psychol Rep 2023; 126:2940-2962. [PMID: 35574638 PMCID: PMC9111900 DOI: 10.1177/00332941221087915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The present study aimed to examine whether the level of strength-based parenting a student receives during remote learning affects their levels of academic motivation once returning to school. Additionally, the study sought to explore whether school belonging mediated the association between strength-based parenting and academic motivation and whether student strength use moderated this mediating relationship. The sample comprised of secondary school students who had recently returned back to campus, following a period of COVID-19 enforced remote learning (n = 404; age range: 11 to 18 years; M = 14.75, SD = 1.59; 50.2% female, and 3% non-/other gendered or declined to answer). Strength-based parenting had a significant predictive effect on student academic motivation with school belonging mediating the association between strength-based parenting and academic motivation. The mediating effect of school belonging on the association between strength-based parenting and academic motivation was moderated by strength use during remote learning. The results of the study are discussed using a positive education lens with implications for improving skills and strategies to foster positive student functioning in times of remote learning and crisis.
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Affiliation(s)
- Gökmen Arslan
- Gökmen Arslan, Department of Psychological
Counseling and Guidance, Faculty of Education, Mehmet Akif Ersoy University in
Burdur, Burdur 15100, Turkey. or
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Martin AJ. University Students' Motivation and Engagement During the COVID-19 Pandemic: The Roles of Lockdown, Isolation, and Remote and Hybrid Learning. AUSTRALIAN JOURNAL OF EDUCATION 2023; 67:163-180. [PMID: 38602963 PMCID: PMC10240303 DOI: 10.1177/00049441231179791] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 04/13/2024]
Abstract
This investigation comprised two studies that sought to identify the role of COVID-related disruptions in Australian university students' academic motivation and engagement. Study 1 involved a dataset of 500 university students and examined the links between COVID-19 pandemic disruptions (remote and hybrid learning modes, lockdown, isolation) and students' adaptive (e.g., planning and monitoring) and maladaptive (e.g., disengagement) dimensions of the Motivation and Engagement Scale (MES). Study 2 compared the mean motivation and engagement of Study 1 participants with mean levels from four published pre-COVID-19 Australian studies (N = 55, N = 233, N = 420, N = 941 university students) that also used the MES. Study 1 showed that lockdown and isolation (and not remote/hybrid learning) were associated with problematic motivation and engagement-with lockdown and isolation effects particularly noteworthy for maladaptive motivation and engagement. Study 2 showed that relative to the four pre-COVID-19 samples, the COVID-19 pandemic sample experienced difficulties with motivation and engagement, and again particularly so on maladaptive dimensions.
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Dempsey AMK, Nolan YM, Lone M, Hunt E. Examining Motivation of First-Year Undergraduate Anatomy Students Through the Lens of Universal Design for Learning (UDL): A Single Institution Study. MEDICAL SCIENCE EDUCATOR 2023; 33:945-953. [PMID: 37546207 PMCID: PMC10403472 DOI: 10.1007/s40670-023-01823-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/16/2023] [Indexed: 08/08/2023]
Abstract
Motivation is critical for meaningful learning among healthcare students studying anatomy. Learners are highly variable, and it is important to ensure learners are equally supported in the diverse aspects of an anatomy curriculum. The implementation of the educational framework, Universal Design for Learning (UDL), in anatomy curricula could potentially enhance student motivation. The multiple means of engagement principle of UDL refers to the enhancement of motivation among students. This study aimed to identify healthcare students' motivation levels at the start and end of their anatomy module and whether there was any change in motivation. The Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to gather the self-reported motivation levels of first-year undergraduate medical, dental and occupational therapy (OT) and speech and language therapy (SLT) students studying anatomy at the start of their respective anatomy modules and again at the end of the module. The overall response rate was 74% and 69%, at the start and end of the study, respectively. Responses were analysed by the respective programme of study. Motivation to study anatomy among medical, dental, OT and SLT students ranged from medium to high on the MSLQ at the start of their respective anatomy modules. By the end of the anatomy modules, dental students reported high levels of motivation to study anatomy, whereas motivation among medical, OT and SLT students ranged from medium to high. A change in students' self-reported motivation levels while studying anatomy was identified. The study emphasises the benefits of UDL and its flexible nature to enhance motivation.
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Affiliation(s)
- Audrey M. K. Dempsey
- Department of Anatomy and Neuroscience, School of Medicine, University College Cork, Cork, Ireland
| | - Yvonne M. Nolan
- Department of Anatomy and Neuroscience, School of Medicine, University College Cork, Cork, Ireland
| | - Mutahira Lone
- Department of Anatomy and Neuroscience, School of Medicine, University College Cork, Cork, Ireland
| | - E. Hunt
- Department of Occupational Science and Occupational Therapy, School of Clinical Therapies, University College Cork, Cork, Ireland
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Burbage AK, Jia Y, Hoang T. The impact of community of inquiry and self-efficacy on student attitudes in sustained remote health professions learning environments. BMC MEDICAL EDUCATION 2023; 23:481. [PMID: 37380947 PMCID: PMC10303336 DOI: 10.1186/s12909-023-04382-2] [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: 12/22/2022] [Accepted: 05/21/2023] [Indexed: 06/30/2023]
Abstract
BACKGROUND Sustained remote learning environments, like those experienced in late 2020 due to the COVID-19 pandemic, share characteristics with online courses but were not intentionally designed to delivered virtually. The purpose of this study was to investigate the impact of Community of Inquiry, a widely used online learning environment framework, and self-efficacy on perceived student attitudes within sustained remote learning environments. METHODS An interinstitutional team of health professions education researchers collected survey data from 205 students representing a wide range of health professions in five U.S. institutions. Latent mediation models under structural equation modeling framework were used to examine whether student self-efficacy mediates the relationship between Community of Inquiry presence and student's favorability of sustained remote learning delivered in the prolonged stages of the COVID-19 pandemic. RESULTS Higher levels of teaching presence and social presence in the remote learning environment were associated with higher levels of remote learning self-efficacy which, in turn, predicts variance in positive attitudes toward remote learning. When mediated by self-efficacy, significant variance in student's favorability of sustained remote learning was explained by teaching presence (61%), social presence (64%), and cognitive presence (88%) and self-efficacy. Significant direct and indirect effects for teaching and social presence, and only direct effects for cognitive presence were observed. CONCLUSIONS This study establishes the Community of Inquiry and its three presence types as a relevant and stable framework for investigating sustained remote health professions teaching and learning environments, not only carefully designed online learning environments. Faculty may focus course design strategies which enhance presence and increase student self-efficacy for the sustained remote learning environment.
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Affiliation(s)
- Amanda K Burbage
- Eastern Virginia Medical School, School of Health Professions, P.O. Box 1980, Norfolk, VA, 23501-1980, USA.
| | - Yuane Jia
- School of Health Professions, The State University of New Jersey, Newark, NJ, USA
| | - Thuha Hoang
- Department of Physical Therapy, Louisiana State University Health Sciences Center- New Orleans, New Orleans, LA, USA
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Tsai CL, Estrada S, Flores LY, Brown C. Motivation, College Integration, and Intentions to Persist Among First-Generation College Students: A Latent Class Approach. JOURNAL OF CAREER DEVELOPMENT 2023. [DOI: 10.1177/08948453231157757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Abstract
The current study investigated the relationship between motivation to attend college, college integration, and persistence intentions among first-generation college students (FGCS). Participants consisted of 414 FGCS from two 4-year institutions in the mountain and southwestern regions of the United States. Through latent class analysis, this study 1) examined first-generation college students’ motivation profiles as characterized by intrinsic and extrinsic motivation, 2) described the characteristics of individuals in each motivation profile by examining the differences in personal characteristics across latent classes, and 3) examined the association between the outcome variables (i.e., college integration, commitment, and persistence intentions) and latent class membership. Three distinct profiles of college motivation among FGCS were observed, suggesting heterogeneous motivation orientations exist among the FGCS population. Students in the High Motivation group showed the most desirable outcomes among the three groups. Implications for career development theory, practice, and research are discussed.
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Affiliation(s)
- Chia-Lin Tsai
- Department of Applied Statistics and Research Methods, University of Northern Colorado, Greeley, CO, USA
| | - Samantha Estrada
- Department of Psychology and Counseling, University of Texas at Tyler, Tyler, TX, USA
| | - Lisa Y. Flores
- Department of Psychological Sciences, University of Missouri, Columbia, MO, USA
| | - Carlene Brown
- Department of Applied Statistics and Research Methods, University of Northern Colorado, Greeley, CO, USA
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Shrivastava S, Shrivastava P. Exploring factors that affect learning process of high achievers and low achievers and the role of medical teachers. INDIAN JOURNAL OF HEALTH SCIENCES AND BIOMEDICAL RESEARCH (KLEU) 2023. [DOI: 10.4103/kleuhsj.kleuhsj_534_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
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Klasen JM, Schoenbaechler Z, Bogie BJM, Meienberg A, Nickel C, Bingisser R, LaDonna K. Medical students' perceptions of learning and working on the COVID-19 frontlines: '… a confirmation that I am in the right place professionally'. MEDICAL EDUCATION ONLINE 2022; 27:2082265. [PMID: 35638171 PMCID: PMC9176629 DOI: 10.1080/10872981.2022.2082265] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Revised: 05/19/2022] [Accepted: 05/23/2022] [Indexed: 06/15/2023]
Abstract
The COVID-19 pandemic caused complex and enduring challenges for healthcare providers and medical educators. The rapid changes to the medical education landscape forced universities across the world to pause traditional medical training. In Basel, Switzerland, however, medical students had the opportunity to work on the COVID-19 frontlines. Our purpose was to understand how they perceived both learning and professional identity development in this novel context. We conducted semi-structured interviews with 21 medical students who worked in a COVID-19 testing facility at the University Hospital of Basel. Using constructivist grounded theory methodology, we collected and analyzed data iteratively using the constant comparative approach to develop codes and theoretical themes. Most participants perceived working on the pandemic frontlines as a positive learning experience, that was useful for improving their technical and communication skills. Participants particularly valued the comradery amongst all team members, perceiving that the hierarchy between faculty and students was less evident in comparison to their usual learning environments. Since medical students reported that their work on the pandemic frontlines positively affected their learning, the need to create more hands-on learning opportunities for medical students challenges curriculum developers. Medical students wish to feel like full-fledged care team members rather than observing sideliners. Performing simple clinical tasks and collaborative moments in a supportive learning environment may promote learning and professional development and should be encouraged in the post-pandemic era.
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Affiliation(s)
- Jennifer M. Klasen
- Clarunis, Department of Visceral Surgery, University Centre for Gastrointestinal and Liver Diseases, University Hospital Basel, Basel, Switzerland
| | | | - Bryce J. M. Bogie
- MD/PhD Program, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | | | - Christian Nickel
- Emergency Department, University Hospital, University of Basel, Basel, Switzerland
| | - Roland Bingisser
- Emergency Department, University Hospital, University of Basel, Basel, Switzerland
| | - Kori LaDonna
- Department of Innovation in Medical Education and Department of Medicine, University of Ottawa, Ottawa, ON, Canada
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9
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Carr SE, Wearn A, Canny BJ, Carmody D, Balmer D, Celenza A, Diug B, Leech M, Wilkinson TJ. When the wheels fall off - Medical students' experiences of interrupted academic progression. MEDICAL TEACHER 2022; 44:1015-1022. [PMID: 35343860 DOI: 10.1080/0142159x.2022.2055455] [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: 06/14/2023]
Abstract
INTRODUCTION There is limited published research on medical students' perspectives of a significant interruption to their academic progression. This study sought to identify the factors that contribute to difficulties with academic progression and to understand how medical students successfully respond. METHODS This interpretive phenomenological study reports on the findings from in-depth interviews of 38 final year medical students who had experienced a significant academic interruption. RESULTS The two superordinate themes were: the factors contributing to the interruption and their experience of the interruption. Factors identified as contributing to the interruption were: workload, learning in medicine, motivation for medicine, isolation, adapting to local culture, health and external factors. Their experience of the interruption focused on stages of working through the process: 'what happened,' 'how it felt,' 'managing the failure,' 'accepting the failure' and 'making some changes.' DISCUSSION Each factor affected how the participants reacted and responded to the interruption. Regardless of the origins of the interruption, most reacted and responded in a comparable process, albeit with varying timespans. These reactions and responses were in a state of fluctuation. In order to succeed many stated they shifted their motivation from external to internal, in direct response to the interruption, resulting in changed learning behaviours. CONCLUSIONS The process of working through an interruption to academic progression for students may benefit from a model of interval debriefing, restorative academic and personal development support. Facilitation of this process could enable students to face an interruption constructively rather than as an insurmountable emotionally burdensome barrier. Medical schools could utilise these findings to implement further support strategies to reduce the number of significant academic disruptions.
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Affiliation(s)
- Sandra E Carr
- Division of Health Professions Education, The University of Western Australia, Perth, Australia
| | - Andy Wearn
- Faculty of Medical and Health Sciences, Clinical Skills Centre, The University of Auckland, Auckland, New Zealand
| | - Ben J Canny
- The University of Tasmania, Melbourne, Australia
- Monash University, Clayton, Australia
| | - Dianne Carmody
- Division of Health Professions Education, The University of Western Australia, Perth, Australia
| | - Deborah Balmer
- Faculty of Medical and Health Sciences, Clinical Skills Centre, The University of Auckland, Auckland, New Zealand
| | - Antonio Celenza
- Division of Health Professions Education, The University of Western Australia, Perth, Australia
| | | | | | - Tim J Wilkinson
- Medical School, Christchurch School of Medicine & Health Sciences, The University of Otago, Dunedin, New Zealand
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Rao Bhagavathula V, Bhagavathula V, Moinis RS, Chaudhuri JD. The Integration of Prelaboratory Assignments within Neuroanatomy Augment Academic Performance, Increase Engagement, and Enhance Intrinsic Motivation in Students. ANATOMICAL SCIENCES EDUCATION 2022; 15:576-586. [PMID: 33829667 DOI: 10.1002/ase.2084] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Revised: 02/11/2021] [Accepted: 04/03/2021] [Indexed: 06/12/2023]
Abstract
The study of neuroanatomy imposes a significant cognitive load on students since it includes huge factual information and therefore demands diverse learning strategies. In addition, a significant amount of teaching is carried out through human brain demonstrations, due to limited opportunities for cadaveric dissection. However, reports suggest that students often attend these demonstrations with limited preparation, which detrimentally impacts their learning. In the context of student learning, greater levels of engagement and intrinsic motivation (IM) are associated with better academic performance. However, the maintenance of engagement and the IM of students in neuroanatomy is often challenging for educators. Therefore, this study aimed to explore the role of prelaboratory assignments (PLAs) in the improvement of academic performance, augmentation of engagement, and enhancement of IM in occupational therapy students enrolled in a human neuroanatomy course. One cohort of students in the course was expected to complete PLAs prior to each brain demonstration session. The PLAs contained a list of structures, and students were expected to write a brief anatomical description of each structure. Another cohort of students who were not provided with similar PLAs constituted the control group. Students who completed PLAs had a higher score on the final examinations as compared to students who were not required to complete PLAs. These students also demonstrated greater engagement and IM, and indicated that they perceived PLAs to be valuable in the learning of neuroanatomy. Therefore, PLAs represent a useful teaching tool in the neuroanatomy curriculum.
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Affiliation(s)
| | - Viswakanth Bhagavathula
- Department of Forensic Medicine and Toxicology, Kanachur Institute of Medical Sciences and Hospital, Mangalore, India
| | - Rohan S Moinis
- Department of Forensic Medicine and Toxicology, Kanachur Institute of Medical Sciences and Hospital, Mangalore, India
| | - Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health and Pharmacy, Husson University, Bangor, Maine
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Aronson BD, Eddy E, Long B, Welch OK, Grundey J, Hinson JL. Identifying Low Pharmaceutical Calculation Performers Using an Algebra-Based Pretest. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8473. [PMID: 35074852 PMCID: PMC8787170 DOI: 10.5688/ajpe8473] [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: 11/12/2020] [Accepted: 05/07/2021] [Indexed: 06/14/2023]
Abstract
Objective. To determine whether a pretest assessing algebra-based problem-solving skills could aid in identifying those who may underperform in calculations course assessments and whether this provides additional value beyond preadmission and demographic characteristics.Methods. Student pharmacists were screened for algebraic problem-solving skills using an 18-item pretest taken the semester prior to a course containing pharmaceutical calculations content. These scores were compared to students' later performance on pharmaceutical calculations assessments. Linear regression models were computed to determine the relationship between pretest scores and pharmaceutical calculations performance after controlling for preadmission factors and demographic characteristics.Results. The median pretest score was 15 out of 18 possible points, with scores ranging from 5 to 18 points. After controlling for age, gender, American College Testing (ACT) scores, and high school grade point average (GPA), scores on the algebra-based, word-problem pretest were associated with performance on pharmaceutical calculation assessments.Conclusion. This research demonstrates the ability of a pretest aimed at identifying deficiencies in algebraic problem-solving skills to identify those at risk of failing to obtain mastery of pharmaceutical calculations, even after controlling for demographics, prior grades, and prior standardized test scores. Identifying these students is a first step towards implementing tailored interventions to improve students' algebra-based word problem skills to prevent deficiencies in pharmaceutical calculations mastery before class even begins.
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Affiliation(s)
| | - Emily Eddy
- Ohio Northern University, Raabe College of Pharmacy, Ada, Ohio
| | - Brittany Long
- Ohio Northern University, Raabe College of Pharmacy, Ada, Ohio
| | - Olivia K Welch
- Ohio Northern University, Raabe College of Pharmacy, Ada, Ohio
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Hall S, Kurn O, Anbu D, Nagy E, Dean O, Robson A, Taylor C, Elmansouri A, Geoghegan K, Payne D, Myers M, Stephens J, Merzougui W, Border S. Introduction of the Modified Neuroanatomy Motivation Questionnaire and Its Role in Comparing Medical Student Attitudes Towards Learning Neuroanatomy Between Neuro-enthusiasts and Standard Students. MEDICAL SCIENCE EDUCATOR 2021; 31:1823-1830. [PMID: 34950528 PMCID: PMC8651914 DOI: 10.1007/s40670-021-01371-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/14/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Neurophobia has been identified as a potential barrier to adequate knowledge of neurology in the medical community, and therefore to patient safety. There is a drive to identify the source of neurophobia, in the hope of tackling it. Comparing the learning motivations of standard medical students with those who enjoy neuroanatomy may be a way of doing this. METHODS The science motivation questionnaire (SMQ) was modified for neuroanatomy. It was distributed to three cohorts of second year medical students and students attending the extracurricular National Undergraduate Neuroanatomy Competition (NUNC). Cohen's D test for effect size was used to compare standard medical students and those attending the NUNC. RESULTS Five hundred ninety-seven questionnaires were completed by second year students, and 320 by NUNC attendees. The differences in motivation to learn neuroanatomy between the 2 groups mainly fell into themes of career motivation, personal relevance, intrinsic motivation and assessment anxiety. CONCLUSION This study has demonstrated the use of the SMQ in neuroanatomy, and found differences in motivators to learn neuroanatomy between self-selecting "neurophiles" and standard medical students, mainly relating to intrinsic motivation and its role in their lives. More research is needed to further explore these differences and how they might apply to interventions in medical school curricula.
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Affiliation(s)
- Samuel Hall
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Octavia Kurn
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Deepika Anbu
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Eva Nagy
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Oliver Dean
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Alistair Robson
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Charles Taylor
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Ahmad Elmansouri
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Kate Geoghegan
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - December Payne
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Matthew Myers
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Jonny Stephens
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Wassim Merzougui
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
| | - Scott Border
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD UK
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Bozzato P, Longobardi C. The transition to university in a sample of Italian students: the role of integrative memories of high school transition. Memory 2021; 29:1263-1274. [PMID: 34534027 DOI: 10.1080/09658211.2021.1978094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Grounded in literature on school transitions and autobiographical memory, this study focuses on the personal memories of a sample of 112 young Italian adults facing their transition to university. Participants were asked to recall five memories of their high school transition experience and, subsequently, the students were assessed in terms of resilience, future orientation, academic motivation, university transition experience, and subjective well-being since attending university. The memories were coded for narrative themes, structure, and integrative meaning. The results, consistent with prior studies on school memories, indicate that memory narratives are, on average, specific and focused on interpersonal relationships. Tension, redemption sequences, and autobiographical integration were other important dimensions of most of the memories. The number of integrative memories (i.e., those that connect a certain memory with a broader meaning) is correlated with important individual factors that influence university transition (resilience, future orientation, and academic intrinsic motivation) and predict both perceived difficulty in the university transition and subjective well-being. Results are discussed in light of prior studies on autobiographical memory and school transitions.
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Affiliation(s)
- Paolo Bozzato
- Department of Law, Economy and Culture, University of Insubria, Varese, Italy
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Self-Compassion in Irish Social Work Students: Relationships between Resilience, Engagement and Motivation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18158187. [PMID: 34360476 PMCID: PMC8346051 DOI: 10.3390/ijerph18158187] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 07/29/2021] [Accepted: 07/29/2021] [Indexed: 11/30/2022]
Abstract
Self-compassion recognises a meaning of life’s suffering, aligning with existential positive psychology. Although this construct is known to protect our mental health, how to augment self-compassion remains to be evaluated. Social work students suffer from high rates of mental health problems; however, research into self-compassion in this population remains to be developed. This study aimed to evaluate (i) relationships between self-compassion and more traditional positive constructs—resilience, engagement and motivation, and (ii) differences of these constructs between the levels of studies to inform how self-compassion can be enhanced in social work students. A total of 129 Irish social work students completed self-report scales regarding self-compassion, resilience, engagement and motivation. Correlation, regression and one-way MANOVA were conducted. Self-compassion was associated with gender, age, resilience, engagement and intrinsic motivation. Resilience and intrinsic motivation were significant predictors of self-compassion. There was no significant difference in the levels of these constructs between the levels of studies. Findings suggest that social work educators across different levels can strengthen students’ resilience and intrinsic motivation to cultivate the students’ self-compassion. Moreover, the close relationships between self-compassion, resilience and intrinsic motivation indicate that orienting students to the meaning of the studies helps their mental health.
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Abstract
Supplemental digital content is available in the text. AIM The aim of the study was to propose a framework, social determinants of learning™ (SDOL™), an actionable model to address learning disparities and expand learning opportunities to support nursing student diversity, equity, and inclusion. BACKGROUND There is significant growth in the racial and ethnic diversity across students at all levels of higher education, mirroring the growing diversity of the US population. Yet, lower rates of persistence and higher attrition rates among these student groups continue. METHOD The authors established six socially imposed forces, causative domains, as foundational to the SDOL framework. Key attributes of each domain were identified through a literature search. A case study illustrates an initial study of interventions targeting specific domains of the framework aimed toward student success. CONCLUSION Equitable education for all has far-reaching implications across nursing education and higher education in general. Further development and testing of the SDOL framework will support the goal of equitable education for all.
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Tsai CL, Brown A, Lehrman A, Tian L. Motivation and Postsecondary Enrollment Among High School Students Whose Parents Did Not Go to College. JOURNAL OF CAREER DEVELOPMENT 2020. [DOI: 10.1177/0894845320946397] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The purpose of this study is to investigate the relationship between motivation in high school and postsecondary enrollment among 10th-grade students whose parents did not go to college. Specifically, this study (1) identified distinct groups of students’ self-reported reasons for attending schools among 10th graders, (2) examined whether these groups were differentially associated with indicators of college preparation and enrollment, and (3) investigated whether the time to postsecondary enrollment differed across groups. A latent class analysis was conducted to classify students into different motivation orientations. Using data from the Education Longitudinal Study of 2002, the current study found three distinct classes of school motivation, with different reasons for attending school. The largest class (53%) was characterized by high intrinsic, identified/introjected, and external motivations for attending school. Patterns of college preparation and enrollment outcomes varied across motivation orientations. Implications for school professionals and supporting programs are discussed.
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Affiliation(s)
| | | | | | - Lu Tian
- University of Northern Colorado, Greeley, CO, USA
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