Trends of clarification purpose of medical education research in the Asia-Pacific region: A scoping review

Lim, Wee Shiong; Tham, Kar Mun; Adzahar, Fadzli Baharom; Neo, Han Yee; Wong, Wan Ling; Lim, Issac; Ringsted, Charlotte; Samarasekera, Dujeepa D.

doi:10.29060/taps.2019-4-1/oa1063

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…It is known that in medical education evidence was generated on prejudices, hunches, opinions, and guesses [14]. As in other disciplines, deficiencies in medical education have been identified for reporting quality of published studies [15] and the lack of robust study designs [16]. This study used the Kirkpatrick's four level evaluation model including [1] learners' satisfaction, [2] changes in knowledge and skills, [3] changes in behavior and [4] changes to the patient outcome behavior and results to evaluate the learning effectiveness of the guided self-study intervention model of the BFH.…”

Section: Theoretical Background and The Formulation Of Research Questionmentioning

confidence: 99%

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

Rogan

Taeymans

Zuber

et al. 2020

Preprint

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BackgroundGuided self-study (G-SS) can be used as a self-directed learning method (andragogy) or self-determined learning (heutagogy) that fosters changes in knowledge and skills in a higher physiotherapy education setting. Until now, there has been no empirical evidence for the use of G-SS in higher physiotherapy education. This higher education feasibility study aimed to investigate the feasibility to establish a G-SS program in a fulltime undergraduate physiotherapy degree course. In addition, the effectiveness of the G-SS was assessed on changes in knowledge and skills.Method51 first-semester physiotherapy students were randomly divided into a G-SS group or control group (CG). The G-SS group received six cases. Each case was processed in an eight-day cycle. One week in advance, the clinical case and learning goals were provided to the students electronically (day 1). The students prepared the cases in groups and were guided by the tutor during this preparation time (day 2 to 7). The results of the group work were presented and reflected on during a moderated plenum session at day 8. The primary outcome parameters were i) exposure, ii) the responsiveness of students iii) program differentiation, and the total score in the objective structured clinical examination (OSCE) and written exams. Statistical analyses were conducted using an Intention-To-Treat (ITT) approach.ResultsThe responsiveness of students as willing to participate in the G-SS program was 23%, clearly below the set 83%, and in terms of program differentiation.No differences were found between G-SS program and normal curriculum content. G-SS as compared to the CG scored significantly better on OSCE (p < 0.01) and on the written exam (p < 0.04).ConclusionThe results showed that this higher education G-SS program in its current form was not feasible. Slight modification of the study protocol (e.g. better time planning in the academic calendar) is needed to improve the student’s responsiveness. The adjustments to the timetable must allow the physiotherapy students to prepare the clinical cases. G-SS have the potential to promote change in knowledge and skills in undergraduate physiotherapy students when students prepare the case, present the case solutions and reflect upon their actions.Trial registrationRegistry of Efficacy and Effectiveness Studies, Registry ID: #1762.1 Registered on February 26th, 2019

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Section: Theoretical Background and The Formulation Of Research Questionmentioning

confidence: 99%

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

Rogan

Taeymans

Zuber

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…It is known that in medical education evidence was generated on prejudices, hunches, opinions, and guesses [14]. As in other disciplines, deficiencies in medical education have been identified for reporting quality of published studies [15] and the lack of robust study designs [16]. This study used This research project will investigate the feasibility and the potential impact of G-SS on changes in knowledge and skills based of Rogan's theoretical work [11], into one cohort of an undergraduate physiotherapy higher education fulltime program at BFH, Switzerland.…”

Section: Theoretical Background and The Formulation Of Research Questionmentioning

confidence: 99%

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

Rogan

Taeymans

Zuber

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Guided self-study (G-SS) can be used as a self-directed learning method (andragogy) or self-determined learning (heutagogy) that fosters changes in knowledge and skills in a higher physiotherapy education setting. Until now, there has been no empirical evidence for the use of G-SS in higher physiotherapy education. Furthermore, and to the best of our knowledge, no practical guidelines for G-SS exist for physiotherapy undergraduate students to foster changes in knowledge and skills. This higher education feasibility study aimed to investigate the feasibility to establish a G-SS program in a fulltime undergraduate physiotherapy degree course at the Bern University of Applied Sciences (BFH), Switzerland. In addition, the effectiveness of the G-SS was assessed on changes in knowledge and skills. Method: Fifty-one first-semester physiotherapy students volunteered from BFH. They were randomly divided into a G-SS group or control group (CG). The G-SS group received six cases. Each case was processed in an eight-day cycle. One week in advance, the clinical case (i.e. description of a patient and the symptoms) and learning goals were provided to the students electronically (day 1). The students prepared the cases in groups and were guided (e.g. via Skype) by the tutor during this preparation time (day 2 to 7). The results of the group work were presented and reflected on during a moderated plenum session (90 minutes) at day 8. The primary outcome parameters were i) exposure as the number of G-SS sessions performed over 90 minutes, ii) the responsiveness of students with a previously determined 83% willingness to participate in the G-SS program iii) program differentiation, to illustrate the difference between G-SS content and the curriculum and the total score in the objective structured clinical examination (OSCE) and written exams. Statistical analyses were conducted using an Intention-To-Treat (ITT) approach. Results: All six G-SS sessions on day 8 were performed over 90 minutes. The responsiveness of students as willing to participate in the G-SS program was 23%, clearly below the set 83%, and in terms of program differentiation, no differences were found between G-SS program and normal curriculum content. G-SS as compared to the CG scored significantly better on OSCE (p < 0.01) and on the written exam (p < 0.04). Conclusion: The results showed that this higher education G-SS program in its current form was not feasible. Slight modification of the study protocol (e.g. better time planning in the academic calendar) is needed to improve the student’s responsiveness. The adjustments to the timetable must allow the physiotherapy students to prepare the clinical cases. G-SS have the potential to promote change in knowledge and skills in undergraduate physiotherapy students when students prepare the case, present the case solutions and reflect upon their actions.

show abstract

“…It is known that in medical education evidence was generated on prejudices, hunches, opinions, and guesses [ 12 ]. As in other disciplines, deficiencies in medical education have been identified for reporting quality of published studies [ 13 ] and the lack of robust study designs [ 14 ]. This study used the Kirkpatrick’s four level evaluation model [ 15 ] including 1. learners’ satisfaction, 2. changes in knowledge and skills, 3. changes in behavior and 4. changes to the patient outcome behavior and results to evaluate the learning effectiveness of the guided self-study intervention model of the BFH.…”

Section: Introductionmentioning

confidence: 99%

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

et al. 2021

View full text Add to dashboard Cite

Background Guided self-study (G-SS) can be used as a self-directed learning method or self-determined learning that fosters changes in knowledge and skills in a higher physiotherapy education setting. Until now, there has been no empirical evidence for the use of G-SS in higher physiotherapy education. This study aimed to investigate the feasibility to establish a G-SS program in a fulltime undergraduate physiotherapy degree course. In addition, the effectiveness of the G-SS was assessed on changes in knowledge and skills. Method Fifty-one first-semester physiotherapy students were randomly divided into a G-SS group or control group (CG). The G-SS group received six clinical cases. Each case was processed in an eight-day cycle. One week in advance, the clinical case were provided to the students electronically (day 1). The students prepared the cases in groups and were guided by the tutor during this preparation time (day 2 to 7). Group work results were presented and reflected on during a moderated plenum session at day 8. A priori criteria of success were defined based on empirical experience for the primary outcome parameters i) exposure, ii) responsiveness of students and iii) program differentiation. The secondary outcome was the total score in the objective structured clinical examination (OSCE) and written exams. Statistical analyses were conducted using SPSS. Results The responsiveness of students as willing to participate in the G-SS program was 23%, clearly below the a priori set 83%. No differences in program differentiation were found. G-SS as compared to the CG scored significantly better on OSCE (p = 0.003) and on the written exam (p = 0.004). Conclusion The results showed that this higher education G-SS program in its current form was not feasible. Slight modification of the study protocol (e.g. better time planning in the academic calendar) is needed to improve the student’s responsiveness. The adjustments to the timetable must allow the physiotherapy students to prepare the clinical cases under conditions of lower workload. G-SS has the potential to promote change in knowledge and skills in undergraduate physiotherapy students when students prepare and present the clinical case solutions and reflect upon their actions. Trial registration Registry of Efficacy and Effectiveness Studies, Registry ID: #1726.1 Registered on February 26th, 2019.

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Trends of clarification purpose of medical education research in the Asia-Pacific region: A scoping review

Cited by 3 publications

References 39 publications

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

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