Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

Matsuyama, Yasushi; Nakaya, Masato; Leppink, Jimmie; Vleuten, Cees van der; Asada, Yasuhide; Lebowitz, Adam; Sasahara, Teppei; Yamamoto, Yuta; Matsumura, Masami; Gomi, Akira; Ishikawa, Shizukiyo; Okazaki, Hitoaki

doi:10.1186/s12909-020-02460-3

Cited by 15 publications

(11 citation statements)

References 39 publications

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“…There have already been some intervention programs for teachers or other groups that have focused on these three resource factors [ 41 , 67 , 68 , 69 ]. We can learn from these intervention programs to solve the problems of the five profiles of teacher burnout (except the “Low/no burnout” profile).…”

Section: Discussionmentioning

confidence: 99%

The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective

Xie

Huang

Wang

et al. 2022

IJERPH

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To better understand burnout and its development, researchers have shown an increasing interest in recent years in identifying different profiles of burnout and its development process. However, there have been few longitudinal studies on the profile and development of teacher burnout. This study used a person-centred approach to explore the profiles of teacher burnout, transition probabilities and the associations between these aspects and resource factors. Data were collected from 3743 primary school teachers in a two-wave longitudinal test over three years. The results showed that teacher burnout exhibited six relatively stable profiles across the whole study population and that the transition of individual profiles over time followed a certain probability. Psychological capital and professional identity were important resource factors in reducing the occurrence of teacher burnout and increasing transition probability toward burnout symptom alleviation over time, while positive coping played an important role in reducing the occurrence of teacher ineffectiveness. Therefore, the results indicated that the overall teacher burnout profile was stable, a discovery which has important implications for conducting group interventions to benefit more teachers, while the individual burnout profile exhibited a latent transition probability over time. Interventions employing different resource factors can be adopted to alleviate the symptoms of different burnout profiles.

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Section: Discussionmentioning

confidence: 99%

The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective

Xie

Huang

Wang

et al. 2022

IJERPH

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“…There are current efforts to give greater consideration to the professional identity development of undergraduate students (Netterstrøm & Kayser, 2008; Cruess et al, 2019; Pawlina, 2019; Matsuyama et al, 2021; Sarraf‐Yazdi et al, 2021). For example, Cruess et al (2019) recommend to establish professional identity as an educational objective in the curriculum, and explicitly address factors affecting PIF.…”

Section: Introductionmentioning

confidence: 99%

“…Although motivational aspects have been frequently reported in previous studies, psychological variables related to professional identity have not been investigated systematically in the context of undergraduate sonoanatomy teaching, nor the digital transformation of such hands‐on course formats—as far as the authors know. This is surprising, regarding the trend to acknowledge early professional identity formation in undergraduate medical education (Netterstrøm & Kayser, 2008; Cruess et al, 2019; Pawlina, 2019; Matsuyama et al, 2021; Sarraf‐Yazdi et al, 2021). It is plausible that the lack of social interactions and the missing role‐play momentum of online‐only sonoanatomy teaching might threaten the formation of professional identity, thus detaching students from their future profession.…”

Section: Introductionmentioning

confidence: 99%

“Fun slipping into the doctor's role”—The relationship between sonoanatomy teaching and professional identity formation before and during the Covid‐19 pandemic

Darici

Missler

Schober

et al. 2022

Anatomical Sciences Ed

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The various psychological dimensions of professional identity formation (PIF) are an important aspect of the study course for undergraduate medical students. Anatomical learning environments have been repeatedly shown to play a critical role in forming such an identity; however, relevance of PIF during sonoanatomical training remains underexplored. At the end of their basic anatomy studies, third‐semester medical students took part in a four‐day block course on anatomy and imaging. Anatomical content was revised in small groups using peer teaching and imaging methods, including one hour of hands‐on sonoanatomy sessions each day. On‐site sonoanatomy was identified as an excellent format to support students' transition from the pre‐clinical to clinical phase as medical experts‐to‐be. Students enjoyed practical exercises and the clinical input, which increased their interest in the medical profession and their academic studies. This study further examined the effects of the transition into an online‐only format, necessitated by the current Covid‐19 pandemic. A comparison was made between the quantitative and qualitative evaluation data, and the written results of examinations of several on‐site (n = 1096, mean age = 22.4 years ± 2.18), and online‐only cohorts (n = 230, mean age = 22.6 years ± 2.21). The online‐only transition led to a reduction of all PIF‐related variables measured, losing identity‐related variables, increasing students' stress levels, and reducing their long‐term academic performance. Together, this study demonstrates presence of PIF in undergraduate sonoanatomy teaching, and cautions against the uncritical online‐only substitution of hands‐on learning environments.

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“…While there is increasing evidence of the benefit of self-regulated learning throughout preclinical training, incorporating protected time for students to fully participate in reflection and to assess new approaches to learning may be a challenge [ 12 , 13 ]. Prior studies among first and second-year medical students have investigated the implementation of interventions such as learning dashboards, planning, coaching, and reflection activities on self-regulated learning in the preclinical setting with variable results [ 12 , 14 , 15 ]. However there has been little research specifically in the context of CBL and PBL, designed to enhance the development of SRL skills or to motivate the application of these strategies among medical students using coaching and classroom-based interventions [ 12 , 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

“…Prior studies among first and second-year medical students have investigated the implementation of interventions such as learning dashboards, planning, coaching, and reflection activities on self-regulated learning in the preclinical setting with variable results [ 12 , 14 , 15 ]. However there has been little research specifically in the context of CBL and PBL, designed to enhance the development of SRL skills or to motivate the application of these strategies among medical students using coaching and classroom-based interventions [ 12 , 14 , 15 ]. In this study, an SRL intervention consisting of both a classroom session and a one-on-one coaching program was implemented early in the first semester of students’ first year of medical school.…”

Section: Introductionmentioning

confidence: 99%

First-year medical students’ perceptions of a self-regulated learning-informed intervention: an exploratory study

et al. 2022

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Background Students with developed self-regulated learning (SRL) skills demonstrate an ability to set individualized educational goals, select optimal learning strategies for reaching these goals, and reflect on overall progress. The primary aims of this study were to investigate first-year medical students’ perceived utility of a self-regulated learning-informed intervention and to assess the impact of its implementation on students’ intended use of SRL throughout medical school. Methods A two-part educational intervention focused on SRL skill development was carried out at Harvard Medical School during the start of the 2021 academic year. For the first component of the intervention, 169 first-year medical students engaged in an interactive class session structured around SRL concept videos, a brief lecture, small group discussions and individual reflection. Students completed pre- and post-intervention surveys which inquired about learners’ current and anticipated application of SRL skills. During the second component of the intervention, 15 first-year medical students participated in a set of one-on-one academic SRL coaching sessions. All coaching participants completed follow-up semi-structured interviews. Results A statistically significant increase was observed between students’ use of skills in all domains of self-regulated learning prior to the intervention and their anticipated use of these skills following the intervention. Prior to the intervention, 60.1% (n = 92) of students reported utilizing evidence-based learning strategies, compared to 92.8% (n = 142) of students (p < 0.001) who anticipated applying this SRL skills at the completion of the classroom session. Six core themes emerged from qualitative analysis of the post-intervention survey including learning plan development, accountability and progress tracking, goals for growth, engagement through active learning, routine reflection, and adapting to the curriculum. Conclusions Both classroom-based learning sessions and one-on-one academic coaching programs are feasible approaches for encouraging the use of self-regulated learning techniques in the preclinical setting.

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Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

Cited by 15 publications

References 39 publications

The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective

The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective

“Fun slipping into the doctor's role”—The relationship between sonoanatomy teaching and professional identity formation before and during the Covid‐19 pandemic

First-year medical students’ perceptions of a self-regulated learning-informed intervention: an exploratory study

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