Examining the relationships between medical students’ preferred online instructional strategies, course difficulty level, learning performance, and effectiveness

Students’ preferences and engagement with online educational resources and activities are crucial for academic success in the context of online medical education. This study investigated the preferences of Chinese medical students regarding the teaching strategies used by instructors and their relationship with course difficulty level, student’s academic performance, and perceived effectiveness. Survey data ( n = 375) were collected from the medical students from one of the largest medical schools in Southern China during the spring semester of 2020. First, exploratory factor analysis demonstrated that there were three latent factors behind online teaching strategies, including teacher-led instructional strategies, supervised and monitored learning strategies, and self-directed learning strategies. Instructional activities under teacher supervision and monitoring received the highest rating while teacher-led strategies received the lowest ratings. Second, the popularity of the three online instructional strategies we have identified was positively associated with students’ perceived effectiveness of online teaching and their self-reported academic performance. Third, analysis of the quantified answers to the open-ended question reported a positive association between the perceived difficulty level of the courses and students’ preference of teacher-led strategies. It also manifested a positive correlation between perceived effectiveness level of the online teaching and the use of self-directed learning strategies before their online lectures. Further implications of the findings are fully discussed.

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On Efficiency of Strategy-Based Learning in Achieving Autonomy Competence among Algerian Undergraduate Learners

RA Journal Of Applied Research ◽

10.47191/rajar/v6i11.03 ◽

2020 ◽

Vol 06 (11) ◽

Author(s):

MAROUA ROGTI ◽

Keyword(s):

Instructional Strategies ◽

Learning Strategies ◽

Teaching And Learning ◽

Learning Strategy ◽

Self Directed Learning ◽

Language Class ◽

Guided Learning ◽

Directed Learning ◽

English Literacy ◽

Based Instruction

In the last decade, there has been an eminent shift towards a relative emphasis on achievement, competence, and autonomy in the language teaching and learning arena. Prior to this, educationalists had a growing concern in how to gain academic achievement through considering learning strategies as part of classroom discourse. Further, instructional strategies can also gain a strategic position in the curriculum, so that learners can be self-directed and strategic learners. This can help them choose the appropriate learning strategy to successively accomplish tasks and meet the desired goals. This study would like to be a part of increasing the effectiveness of implementing Strategy-based Instruction for achieving self-guided learning and autonomy in the language class. It adapts a survey administered to three teachers of English literacy in order to elicit their views about dealing with tasks in teaching literature through instructional strategies to graduate students and their impact on achieving self-directed learning. Hence, it reported affirmative and practical outcomes from the previous studies and assumed the need for integrating instructional strategies prosperously into an ordinary literature task in class.

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Link between self-directed learning readiness and academic performance of medical students

2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE) ◽

10.1109/mite.2013.6756320 ◽

2013 ◽

Author(s):

Asha Vashe ◽

Vasudha Devi ◽

Raghavendra Rao ◽

Reem Rachel Abraham ◽

Vinod Pallath

Keyword(s):

Academic Performance ◽

Medical Students ◽

Self Directed Learning ◽

Learning Readiness ◽

Directed Learning

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Exploring first-year undergraduate medical students' self-directed learning readiness to physiology

AJP Advances in Physiology Education ◽

10.1152/advan.00011.2011 ◽

2011 ◽

Vol 35 (4) ◽

pp. 393-395 ◽

Cited By ~ 16

Author(s):

Reem Rachel Abraham ◽

Murray Fisher ◽

Asha Kamath ◽

T. Aizan Izzati ◽

Saidatul Nabila ◽

...

Keyword(s):

Academic Performance ◽

Medical Students ◽

Low Achievers ◽

Self Control ◽

High Achievers ◽

Self Management ◽

First Year ◽

Self Directed Learning ◽

Learning Readiness ◽

Directed Learning

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students ( n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students ( n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high ( P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.

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Mobile CGPA Monitoring System

Emerging Self-Directed Learning Strategies in the Digital Age - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3465-5.ch002 ◽

2018 ◽

pp. 10-21

Author(s):

Muhammad Aminu Umar ◽

Abdullahi Shuru ◽

Aliyu Muhammad Kufena ◽

Mohammed Yahaya Tanko ◽

Ahmed Aminu Sambo ◽

...

Keyword(s):

Academic Performance ◽

Grade Point Average ◽

Learning Strategies ◽

Performance Monitoring ◽

Self Directed Learning ◽

Grade Point ◽

Cumulative Grade Point Average ◽

Academic Standing ◽

Course Work ◽

Directed Learning

The digital age also referred to as information age is characterized with the ability to transfer information freely and quickly. This makes self-directed learning strategies to gain ground. Self-directed learning facilitate students or learners to take ownership of their learning. Individual academic performance monitoring is an essential part of self-directed learning. In order to achieve this, certain performance measuring technique is required to guide learners in monitoring their performance such as Cumulative Grade point average (CGPA). Students' Academic performance of is characterized by the overall performance in both test, course work and examinations each year which culminates in a grade point average. This has help in determining the academic standing of students. Therefore, this chapter proposed a mobile CGPA calculator to help students monitor and measure their performance during the learning process. The system is proven to be effective against the required functionalities.

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A story half told: a qualitative study of medical students’ self-directed learning in the clinical setting

BMC Medical Education ◽

10.1186/s12909-021-02913-3 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Tzu-Hung Liu ◽

Amy M. Sullivan

Keyword(s):

Medical Students ◽

Qualitative Study ◽

Learning Strategies ◽

Clinical Setting ◽

Clinical Training ◽

Student Experiences ◽

Structured Interviews ◽

Self Directed Learning ◽

Patient Centered ◽

Directed Learning

Abstract Background Medical educators have promoted self-directed learning (SDL) as an important means of enabling students to take responsibility for their own learning throughout their training and practice. While SDL has been well-studied in classroom settings, it remains a story half told: barriers to and facilitators of SDL in the clinical setting are not yet well described. The goals of this study were to explicate student experiences of SDL in their clinical training and to identify the roles that local social and cultural contexts play in shaping their experiences of SDL. Methods To understand students’ conceptualization and experiences of SDL in the clinical setting, we carried out a qualitative study with 15 medical students at Harvard Medical School. The semi-structured interviews were recorded and transcribed. Using an interpretivist approach, data were analyzed both deductively and inductively using the Framework method of content analysis. Results Participants described patient care activities as primary motivators for engagement in SDL in the clinical setting. Participants’ descriptions of SDL aligned with Knowles’ steps in SDL, with an additional step of consolidation of learning related to their patients’ diagnosis and management. Participants described using a range of cognitive, social-emotional, and peer learning strategies to enhance their SDL. Participants who described a growth mindset appeared to engage in SDL more easily. Learning environments that fostered SDL were those in which faculty and residents demonstrated an educational orientation, promoted psychological safety, and invited student engagement. Teams with perceived excessive work demands were perceived to be less supportive of SDL. Conclusions Our study enhances previous classroom-based models of SDL by providing specific, practical implications for both students and faculty in the clinical training setting. Participants described SDL in the clinical setting as patient-centered, and when effectively implemented, SDL appears to support a mastery rather than performance orientation. Our study paves the way for improving medical students’ clinical SDL and helping them become lifelong learners in the field of medicine.

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Self-directed learning readiness among II and III MBBS students in a tertiary teaching hospital

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20204431 ◽

2020 ◽

Vol 7 (11) ◽

pp. 4584

Author(s):

Ram Prabhakar ◽

Thiruvenkadam Masilamani ◽

Velmurugan Anbu Ananthan

Keyword(s):

Medical Students ◽

Learning Strategies ◽

Cross Sectional Study ◽

Self Control ◽

Family Type ◽

Self Directed Learning ◽

Readiness Assessment ◽

Cross Sectional ◽

Tertiary Teaching ◽

Directed Learning

Background: Self-directed learning (SDL) is defined as an instructional stratagem where the medical students, with guidance from the teacher, choose what and how they will learn. The current study is aimed at finding the readiness for SDL among medical students and its association with their socio demographic characteristics.Methods: An Institution based cross-sectional study was conducted among 100 II Bachelor of medicine and Bachelor of Surgery (MBBS) students and 100 III MBBS students of Theni Government Medical College. The readiness assessment of the students was found by using Fischer’s 40 items SDL readiness score (SDLRS) instruments. The instrument has 40 items under three domains self-management (9 items), desire for learning (16 items) and self-control (15 items).Results: Only 29% were aware of SDL. Around 55% showed high readiness for SDL (>150). Females had higher readiness for self-directed learning than males (60.9% versus 39.1%) but the mean SDLR score was similar 152.5 versus 151.6. III MBBS medical students had higher score than II MBBS medical students (58.2% versus 48.8%, mean SDLR score 149.9 versus 154.2, p=0.011). Demonstrating higher readiness for SDL was not associated with area of residence, stay, presence of doctor in the family, type of schooling, medium of school education, age and gender.Conclusions: There is need of hour to address medical students’ SDL skills to update their competencies. SDL readiness scales help medical faculty to assess students’ learning capabilities and improve teaching learning strategies.

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