Aim: To assess the feasibility and utility of measuring baseline professional identity formation (PIF) in a theory-based professionalism curriculum for early medical students.
Methods: All 132 ...entering students completed the professional identity essay (PIE) and the defining issues test (DIT2). Students received score reports with individualized narrative feedback and wrote a structured reflection after a large-group session in which the PIF construct was reviewed. Analysis of PIEs resulted in assignment of a full or transitional PIF stage (1-5). The DIT2 score reflects the proportion of the time students used universal ethical principles to justify a response to 6 moral dilemma cases. Students' reflections were content analyzed.
Results: PIF scores were distributed across stage 2/3, stage 3, stage 3/4, and stage 4. No student scores were in stages 1, 2, 4/5, or 5. The mean DIT2 score was 53% (range 9.7?76.5%); the correlation between PIF stage and DIT score was ρ = 0.18 (p = 0.03). Students who took an analytic approach to the data and demonstrated both awareness that they are novices and anticipation of continued PIF tended to respond more positively to the feedback.
Conclusions: These PIF scores distributed similarly to novice students in other professions. Developmental-theory based PIF and moral reasoning measures are related. Students reflected on these measures in meaningful ways suggesting utility of measuring PIF scores in medical education.
Celotno besedilo
Dostopno za:
DOBA, IJS, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
In this study, we explored Pre-K through 3rd-grade children's home learning environments and caregivers' perceptions, strategies, and attitudes regarding home learning during the COVID-19 pandemic. ...Participants included 10 caregivers and their Pre-K through 3rd-grade children. Data were collected via caregiver and child interviews, and a caregiver survey in Summer 2020. Descriptive statistics, and open, axial, and selective coding were used to analyze research data. Findings indicated that caregivers provided academic support for children's learning, supervised their children's technology use for academic purposes, and created study areas. Children's learning activities were mainly in mathematics and language arts. During COVID-19, children completed homework and participated in activities with caregivers and siblings. Children reported missing their schools, friends, teachers, and school activities. Findings deepened our limited understanding of the home learning environment during the COVID-19 pandemic from caregivers' and children's perspectives and illuminated possible pathways to improve children's learning at home with the assistance of caregivers and technology use.
To validate an approach to measuring professional identity formation (PIF), we explore if the Professional Identity Essay (PIE), a stage score measure of medical professional identity (PI), predicts ...clinical communication skills.
Students completed the PIE during medical school orientation and a 3-case Objective Structured Clinical Exam (OSCE) where standardized patients reliably assessed communication skills in 5 domains. Using mediation analyses, relationships between PIE stage scores and communication skills were explored.
For the 351 (89%) consenting students, controlling for individual characteristics, there were increases in patient counseling (6.5%, p<0.01), information gathering (4.3%, p = 0.01), organization and management (4.1%, p = 0.02), patient assessment (3.6%, p = 0.04), and relationship development (3.5%, p = 0.03) skills for every half stage increase in PIE score. The communication skills of lower socio-economic status (SES) students are indirectly impacted by their slightly higher PIE stage scores.
Higher PIE stage scores are associated with higher communication skills and lower SES.
PIE predicts critical clinical skills and identifies how SES and other characteristics indirectly impact future clinical performance, providing validity evidence for using PIE as a tool in longitudinal formative academic coaching, program and curriculum evaluation, and research.
•The Professional Identity Essay (PIE) provides a valid measure of a developmentally staged theory of Professional Identity formation in early medical students.•PIE stage scores predict communication skills in 5 domains including and especially Patient Education.•Students from lower socioeconomic status backgrounds have higher PIE stage scores on entry to medical school which mediate better communication skills.•The PIE metric could be a valuable part of longitudinal, individualized academic coaching, curriculum and program evaluation and research.
To identify the most effective way for medical students to interact with a browser-based learning module on the symptoms and neurological underpinnings of stroke syndromes, this study manipulated the ...way in which subjects interacted with a graphical model of the brain and examined the impact of functional changes on learning outcomes. It was hypothesized that behavioral interactions that were behaviorally more engaging and which required deeper consideration of the model would result in heightened cognitive interaction and better learning than those whose manipulation required less deliberate behavioral and cognitive processing. One hundred forty four students were randomly assigned to four conditions whose model controls incorporated features that required different levels of behavioral and cognitive interaction: Movie (low behavioral/low cognitive, n = 40), Slider (high behavioral/low cognitive, n = 36), Click (low behavioral/high cognitive, n = 30), and Drag (high behavioral/high cognitive, n = 38). Analysis of Covariates (ANCOVA) showed that students who received the treatments associated with lower cognitive interactivity (Movie and Slider) performed better on a transfer task than those receiving the module associated with high cognitive interactivity (Click and Drag, partial eta squared = .03). In addition, the students in the high cognitive interactivity conditions spent significantly more time on the stroke locator activity than other conditions (partial eta squared = .36). The results suggest that interaction with controls that were tightly coupled with the model and whose manipulation required deliberate consideration of the model's features may have overtaxed subjects' cognitive resources. Cognitive effort that facilitated manipulation of content, though directed at the model, may have resulted in extraneous cognitive load, impeding subjects in recognizing the deeper, global relationships in the materials. Instructional designers must, therefore, keep in mind that the way in which functional affordances are integrated with the content can shape both behavioral and cognitive processing, and has significant cognitive load implications.
•Low cognitive interactivity lead to better performance in a transfer task.•Students in the high cognitive interactivity spend more time on the materials.•Cognitive effort that manipulates contents may cause extraneous cognitive load.•Instructional designers must consider cognitive load in interaction design.
Educational opportunities in the home, at school, and within the community differ across countries and affect students’ achievement and future success in science fields. Bandura’s Social (Social ...foundations of thought and action: A social cognitive theory, 1986) and Bronfenbrenner’s Ecological System Theory (Ecological models of human development. In International Encyclopedia of Education, 1994) both support the notion that students’ attitudes towards science and home resources can be associated with their academic achievement. In order to examine the possible home and student level factors in science achievement, we examined fourth graders’ home resources and attitudes towards science in the Trends in International Mathematics and Science Study (TIMSS) 2015 in South Korea, Turkey, and the United States where students’ science achievement scores varied. Findings from multiple linear regression analyses indicated that having a positive attitude toward science and more home resources positively related to fourth grade students’ science scores. Among different home resources, the number of books owned at home appeared to better predict students’ science scores. Providing students with science books in early grades may increase their interest in science and contribute to their science achievement in the future. Longitudinal studies of science achievement in these three countries and other countries may be included in further research.
Abstract
Using educational technology does not necessarily make medical education more effective. There are many different kinds of technology available to the contemporary medical teacher and what ...constitutes effective use may depend on the technology, the learning situation and many other factors. Web-based multimedia instruction (WBMI) provides learners with self-directed independent learning opportunities based on didactic material enhanced with multimedia features such as video and animations. WBMI may be used to replace other didactic events (e.g. lectures) or it may be provided in addition to other learning opportunities. Clinical educators looking to use WBMI need to make sure that it will meet both their learners' needs and the program's needs, and it has to align to the contexts in which it is used. The following 12 tips have been developed to help guide faculty through some of the key features of the effective use of WBMI in clinical teaching programs. These tips are based on more than a decade developing, using and appraising WBMI in support of surgical clerkship education across the USA and beyond and they are intended both to inform individual uses of WBMI in clinical training and to guide the strategic use of WBMI in clinical clerkship curricula.
Celotno besedilo
Dostopno za:
DOBA, IJS, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman’s Self-Regulated Learning Interview Schedule (SRLIS) for K-12 ...learners. The SRMC’s reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students’ usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students’ self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.
This study explored the daily routines of caregivers and the coping behaviors of both children and caregivers during the novel coronavirus (COVID-19) global pandemic. We collected data from ten ...caregivers and their children through caregiver and child interviews, and a caregiver survey in the Summer of 2020. We used descriptive statistics, and open, axial, and selective coding processes to analyze research data. Findings indicated that caregivers experienced difficulties in balancing home, work, and personal responsibilities. Both caregivers and children experienced social and emotional challenges, and their technology and digital media use differed. To cope with challenges, caregivers and children used various coping strategies. Our study deepened our understanding of the daily routines and coping behaviors of caregivers and children during the global pandemic.
Science, technology, engineering, and mathematics (STEM) education is an international focus in teaching and learning, and factors influencing students' science achievement vary throughout the world. ...Guided by the Social Role and Expectancy-Value Theories, we investigated the role of fourth and eighth graders' gender and attitudes toward science in science achievement in the Trends in International Mathematics and Science Study (TIMSS) 2015. In this study, we focused on South Korea, Turkey, and the United States, where students' science achievement scores varied substantially in TIMSS 2015. Findings indicated that having a positive attitude toward science positively predicted students' science achievement scores in fourth and eighth grades. Students' science scores varied slightly but significantly between male and female students in South Korea and Turkey, controlling for their attitudes toward science. Longitudinal studies of science achievement may be included in further research.
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