A mixed methods exploration of the emergence of goal orientation in medical students’ individualized learning plans

What learning strategies are commonly used by hospital pharmacists in the process of self-directed learning? A multicentre qualitative study

“…With respect to the three stages included in this strategy, making learning plans can reduce the randomness of learning, setting goals can enhance the controllability of learning time and implementing plans can serve as a core factor for guaranteeing the implementation of SDL. 39 One study conducted by Kastenmeier et al 40 found that supervising medical students to develop and implement personalised learning plans significantly improved their SDL and enhanced their educational outcomes. In an earlier study, Majumdar 41 emphasised the importance of making learning plans for nurses in the process of SDL and illustrated in detail how the creation of learning plans enhances SDL ability in terms of learning objectives, learning resources and evaluations of effectiveness.…”

“…According to recently published models and scales of SDL, learning plans consist mainly of establishing learning goals, setting the priorities of learning, being able to follow plans of learning, and arranging and controlling learning time,36–38 which is consistent with the results of our study. With respect to the three stages included in this strategy, making learning plans can reduce the randomness of learning, setting goals can enhance the controllability of learning time and implementing plans can serve as a core factor for guaranteeing the implementation of SDL 39. One study conducted by Kastenmeier et al 40 found that supervising medical students to develop and implement personalised learning plans significantly improved their SDL and enhanced their educational outcomes.…”

Beyond the Procedure Log: Using Individualized Learning Plans to Set Learner-Specific Milestones for Procedural Skills Acquisition

“…35 Deliberate practice focuses on continuous skill development and is important for mastery learning, an orientation toward learning that is underpinned by the belief that even if a learner struggles with certain skills, abilities can be attained with sufficient practice. 36,37 This orientation can promote the ongoing engagement with incremental skill development that is required for a learner to become a master and to avoid becoming an experienced nonexpert. 25,33 Because ILPs encourage learners to set specific goals and track progress toward benchmarks, they encourage deliberate practice and the journey toward mastery.…”

“…Deliberate practice refers to practice that is purposeful, goal oriented, and systematic 33–35 and has been linked to the development of expertise in both cognitive and kinesthetic domains 35 . Deliberate practice focuses on continuous skill development and is important for mastery learning, an orientation toward learning that is underpinned by the belief that even if a learner struggles with certain skills, abilities can be attained with sufficient practice 36,37 . This orientation can promote the ongoing engagement with incremental skill development that is required for a learner to become a master and to avoid becoming an experienced nonexpert 25,33 .…”

Важливість Формування Соціальної Активності У Студентів-Медиків На Заняттях З Фармакології

“…Основою сучасного навчального процесу є розвиток самостійності студентів, при цьому, важливим компонентом формування активної позиції студента є самоналаштування на навчання, що є надзвичайно важливим для майбутніх медичних фахівців [3]. До методів та прийомів, які дозволяють викладачам на заняттях спонукати студентів-медиків займати активну позицію в процесі навчання належать: завдання (пошукові і творчі), які підштовхують студентів заглиблюватись та осмислювати знання; задачі, в яких студенти аргументовано доводять свої думки, використовуючи знання та досвід; ситуації, коли студенти доповнюють один одного (допомога при складнощах, розʼяснення матеріалу); аналіз власних робіт (пошук кількох варіантів розвʼязання поставленого завдання).…”