Medical students’ self-regulation of learning in a blended learning environment: a systematic scoping review

Ballouk, Rouba; Mansour, Victoria; Dalziel, Bronwen; McDonald, Jenny; Hegazi, Iman

doi:10.1080/10872981.2022.2029336

Cited by 35 publications

(23 citation statements)

References 68 publications

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“…The majority of prior studies have involved the implementation of coaching and instructional small or large group guidance. There have been notable differences in measured outcomes depending on SRL intervention design [ 12 , 15 , 19 ]. Incorporating the intervention utilizing both the large group format as well as in an individualized coaching setting, allowed for the assessment and comparison of students’ experiences in both settings and formats.…”

Section: Methodsmentioning

confidence: 99%

“…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%

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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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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

et al. 2022

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“…This yielded to the concept of meta-learning as a model in which the relationships between personal factors, the situational context and the quality of the results are all mediating the learning capacity of the students. Thus, learner-centered activities more likely take students to deeper levels of understanding [36,37], as it occurs in WSLA.…”

Section: M1: 'In the Best Way I Mean The Idea Is To Really Understand...mentioning

confidence: 99%

Work station learning activities (WSLA) through the ICAP framework: a qualitative study

et al. 2022

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Background Engaging, student-centered active learning activities, such as team-based learning (TBL) and laboratory practices, is beneficial to integrate knowledge, particularly in Medicine degree. Previously, we designed and implemented workstation learning activities (WSLA) inspired by TBL, which proved effective for learning requiring higher-order thinking skills. We now hypothesize that WSLA may also have the potential to be framed into a theoretical model that stratifies learning into interactive, constructive, active and passive modes (ICAP hypothesis). Methods An interpretive qualitative research study was conducted to evaluate this idea. Semi-structured interviews were conducted with students enrolled in health science programs after WSLA sessions, consisting of a series of activities accompanying a traditional lecture. Interviews were analyzed according to a deductive approach. Theoretical themes and subthemes driving the analysis were organized around the ICAP modes: passive, active, constructive, and interactive. An inductive approach was applied to provide additional insights. Results Students valued preparatory lectures as well as corresponding WSLA activities as highly motivating, especially for the ability to integrate concepts. Although previous research shows that not all activities require high levels of cognitive engagement, students appreciated the opportunity the WSLA provided to discuss and clarify concepts as a group. Furthermore, feedback from professors and peers was highly appreciated, and helped students to construct new knowledge. Conclusion In this work, by focusing in understanding the student’s experience, we have evaluated for the first time the WSLA approach in relation to the ICAP model. We found that not only the activity type determines the learning mode, but also the environment accompanying WSLA is a determining factor. Our findings can guide future development of the WSLA approach, which represents an interactive learning methodology with strong potential within the ICAP framework. Trial registration Not applicable.

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“…While transitioning the entire curriculum to an asynchronous platform does not seem recommended, it does work with supporting content. Consequently, the blended learning approach, i.e., the combination of traditional and online methods, seems to be a promising option for curricular adaptations [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic

Xiberta

Boada

Thió‐Henestrosa

et al. 2022

Medical Education Online

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The risk of contagion and the lockdown caused by the COVID-19 pandemic forced a change in teaching methodologies in radiology. New knowledge about the disease that was being acquired on a daily basis needed to be rapidly spread worldwide, but the restrictions imposed made it difficult to share this information. This paper describes the methodology applied to design and launch a practice-based course on chest X-ray suggestive of COVID-19 right after the pandemic started, and aims to determine whether asynchronous online learning tools for radiology education are useful and acceptable to general practitioners and other medical personnel during a pandemic. The study was carried out from April to October 2020 and involved 2632 participants. Pre- and post-testing was used to assess the participants’ gain of knowledge in the course content (paired t-tests and chi-squared tests of independence). A five-point Likert scale questionnaire inspired by the technological acceptance model (TAM) was provided to evaluate the e-learning methodology (ANOVA tests). The results from the pre- and post-tests showed that there were significant differences in the scores before and after completing the course (sample size = 2632, response rate = 56%, ). As for the questionnaire, all questions surpassed 4.5 out of 5, including those referring to perceived ease of use and perceived usefulness, and no significant differences were found between experienced and inexperienced participants (sample size = 2535, response rate = 53%, ). The analysis suggests that the applied methodology is flexible enough to adapt to complex situations, and is useful to improve knowledge on the subject of the course. Furthermore, a wide acceptance of the teaching methodology is confirmed for all technological profiles, pushing for and endorsing a more widespread use of online platforms in the domain of radiology continuing education.

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Medical students’ self-regulation of learning in a blended learning environment: a systematic scoping review

Cited by 35 publications

References 68 publications

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

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

Work station learning activities (WSLA) through the ICAP framework: a qualitative study

Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic

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