دورية أكاديمية
Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan
| العنوان: | Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan |
|---|---|
| المؤلفون: | Matsuyama, Yasushi, Nakaya, Motoyuki, Leppink, Jimmie, van der Vleuten, Cees, Asada, Yoshikazu, Lebowitz, Adam Jon, Sasahara, Teppei, Yamamoto, Yu, Matsumura, Masami, Gomi, Akira, Ishikawa, Shizukiyo, Okazaki, Hitoaki |
| المصدر: | BMC Med Educ |
| بيانات النشر: | BioMed Central BMC |
| سنة النشر: | 2021 |
| مصطلحات موضوعية: | Research Article, edu, psy |
| الوصف: | BACKGROUND: Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum. METHODS: A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire. RESULTS: Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R(2) = 0.069), regardless of timing of intervention. CONCLUSIONS: Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention. |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | English |
| العلاقة: | http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7791888Test/ |
| الإتاحة: | http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7791888Test/ |
| حقوق: | undefined |
| رقم الانضمام: | edsbas.A0CBB2B6 |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |