scholarly journals Limited effects from professional identity formation-oriented education on self-regulated learning in a hybrid problem-based learning curriculum: a mixed-method study in Japan

2020 ◽  
Author(s):  
Yasushi Matsuyama ◽  
Motoyuki Nakaya ◽  
Jimmie Leppink ◽  
Cees van der Vleuten ◽  
Yoshikazu Asada ◽  
...  
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Thematic Analysis ◽  
Problem Based Learning ◽  
Professional Identity Formation ◽  
Self Identity ◽  
Self Regulated Learning ◽  
Learning Group ◽  
Regulated Learning ◽  
Teacher Centered

Abstract Background: Developing self-regulated learning (SRL) in a teacher-centered curriculum is challenging. Previous studies indicate professional identity formation (PIF), or the formation of self-identity with internalized values and norms of professionalism, might improve SRL．We designed a PIF-oriented education format for hybrid problem-based learning (PBL) and tested its effectiveness on SRL in a mixed research method.Methods: A randomized controlled crossover trial was conducted using 112 pre-clinical year students at Jichi Medical University. In the six one-day PBL sessions, 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 PIF-oriented pre-PBL learning: Group A had three sessions in the first half, B in the second half. Between-group PIF and SRL levels were compared using Professional Identity Essay (PIE) and Motivated Strategies for Learning Questionnaire (MSLQ). A qualitative thematic analysis of potential reasons for PIF improvement was performed using the PIE description.Results: Two-level regression analyses showed moderate improvement of PIF stages over time (R2 = 0.069), regardless of intervention. PIF-oriented pre-PBL learning alone did not significantly improve PIE stages or MSLQ scores. Thematic analysis indicated that PIF-oriented pre-PBL learning helped students recognize realistic difficulties in clinical practice, and articulate professional image and values. However, encounters in extracurricular clinical settings had diverse and meaningful impacts on PIF.Conclusions: Limited effect of PIF-oriented pre-PBL learning on PIF and SRL indicate challenges in SRL-oriented education for pre-clinical year students within a teacher-centered hybrid PBL curriculum.

scholarly journals Limited effects from professional identity formation-oriented mentoring on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

2020 ◽  
Author(s):  
Yasushi Matsuyama ◽  
Motoyuki Nakaya ◽  
Jimmie Leppink ◽  
Cees van der Vleuten ◽  
Yoshikazu Asada ◽  
...  
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Controlled Study ◽  
Professional Identity Formation ◽  
Self Identity ◽  
Self Regulated Learning ◽  
Randomized Controlled ◽  
Regulated Learning ◽  
Group A ◽  
Medical University

Abstract 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 mentoring format and tested effectiveness on raising self-regulated learning in a pre-clinical 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) received professional identity formation-oriented mentoring: Group A had three sessions 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 (R2 = 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.

scholarly journals Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

2020 ◽  
Author(s):  
Yasushi Matsuyama ◽  
Motoyuki Nakaya ◽  
Jimmie Leppink ◽  
Cees van der Vleuten ◽  
Yoshikazu Asada ◽  
...  
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Controlled Study ◽  
Professional Identity Formation ◽  
Self Identity ◽  
Self Regulated Learning ◽  
Learning Plan ◽  
Randomized Controlled ◽  
Regulated Learning ◽  
Medical University

Abstract 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 (R2 = 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.

scholarly journals Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yasushi Matsuyama ◽  
Motoyuki Nakaya ◽  
Jimmie Leppink ◽  
Cees van der Vleuten ◽  
Yoshikazu Asada ◽  
...  
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Controlled Study ◽  
Professional Identity Formation ◽  
Self Identity ◽  
Self Regulated Learning ◽  
Learning Plan ◽  
Randomized Controlled ◽  
Regulated Learning ◽  
Medical University

Abstract 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 (R2 = 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.

Education in professional identity formation enhances self-regulated learning: a mixed-method exploratory study from a community-based clinical clerkship in Japan

2020 ◽  
Author(s):  
Yasushi Matsuyama ◽  
Hitoaki Okazaki ◽  
Kazuhiko Kotani ◽  
Yoshikazu Asada ◽  
Shizukiyo Ishikawa ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Professional Identity ◽  
Identity Formation ◽  
Goal Orientation ◽  
Role Models ◽  
Professional Identity Formation ◽  
Community Based ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
Regulated Learning

Abstract Background: Previous studies indicate professional identity formation (PIF), or formation of self-identity with internalized values and norms of professionalism, might influence self-regulated learning (SRL). However, it remains unclear whether or not PIF-oriented education can improve SRL in medical students. Methods: Rural community-based clinical clerkships (rCBCC) for Year 5 (Y5) students in Jichi Medical University (JMU) provide a learning environment where undergraduates will work in future with alumni directly mentoring them. To make rCBCC more PIF-oriented, we created a learning platform using Google Forms and a PIF-oriented teaching manual for mentors. These were designed to help undergraduates articulate future ‘self’ images as professionals, and have in-depth communication with mentors as role models pertaining to medical professionalism. Forty-one Y5 JMU students experienced PIF-oriented rCBCC, while 41 Y5 control subjects experienced the original format rCBCC. Changes in SRL between the two groups were compared using 15 categories of motivated strategies for learning questionnaire (MSLQ). We also explored how the PIF-oriented rCBCC changed their SRL by thematic analysis of questionnaire and interview data.Results: A moderate improvement of intrinsic goal orientation (p = 0.005, ε2 = 0.096) and a mild improvement of critical thinking (p = 0.041, ε2 = 0.051) were observed in the PIF-oriented rCBCC. Qualitative analysis revealed they started viewing ‘professional responsibility’ as self-study motivator. Awareness of ‘responsibility’ led to pursuit of authenticity and medical knowledge applicability, and fostered critical thinking about learning contents. They also began elaborating learning contents in line with processes. Conclusion: This is the first study showing some effects of PIF-oriented education on SRL improvement. Fostering PIF may be important for stimulating learners’ intrinsic SRL behaviors.

scholarly journals Professional identity formation-oriented mentoring technique as a method to improve self-regulated learning: A mixed-method study

2021 ◽  
Vol 6 (4) ◽  
pp. 49-64
Author(s):  
Yasushi Matsuyama ◽  
Hitoaki Okazaki ◽  
Kazuhiko Kotani ◽  
Yoshikazu Asada ◽  
Shizukiyo Ishikawa ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Qualitative Analysis ◽  
Professional Identity ◽  
Identity Formation ◽  
Goal Orientation ◽  
Control Group ◽  
Clinical Clerkship ◽  
Professional Identity Formation ◽  
Self Regulated Learning ◽  
Regulated Learning

Introduction: Previous studies indicate that professional identity formation (PIF), the formation of a self-identity with the internalised values and norms of professionalism, may influence self-regulated learning (SRL). However, it remains unclear whether a PIF-oriented intervention can improve SRL in clinical education. The aim of this study was to explore whether a PIF-oriented mentoring platform improves SRL in a clinical clerkship. Methods: A mixed-methods study was conducted. Forty-one students in a community-based clinical clerkship (CBCC) used a PIF-oriented mentoring platform. They articulated the values and norms of professionalism in a professional identity essay, elaborated on future professional self-image, and reflected on their current compared to future selves. They made a study plan while referring to PIF-based self-reflection and completed it. The control group of 41 students completed CBCC without the PIF-oriented mentoring platform. Changes in SRL between the two groups were quantitatively compared using the Motivated Strategies for Learning Questionnaire. We explore how PIF elements in the platform affected SRL by qualitative analysis of questionnaire and interview data. Results: A moderate improvement in intrinsic goal orientation (p = 0.005, ε2 = 0.096) and a mild improvement in critical thinking (p = 0.041, ε2 = 0.051) were observed in the PIF-oriented platform group. Qualitative analysis revealed that the PIF-oriented platform fostered professional responsibility as a key to expanding learning goals. Gaining authentic knowledge professionally fostered critical thinking, and students began to elaborate knowledge in line with professional task processes. Conclusion: A PIF-oriented mentoring platform helped students improve SRL during a clinical clerkship.

scholarly journals “It Is This Very Knowledge That Makes Us Doctors”: An Applied Thematic Analysis of How Medical Students Perceive the Relevance of Biomedical Science Knowledge to Clinical Medicine

2020 ◽  
Author(s):  
Bonny Lynn Dickinson ◽  
Kristine Gibson ◽  
Kristi VanDerKolk ◽  
Jeffrey Greene ◽  
Claudia A Rosu ◽  
...  
Keyword(s):  
Medical Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Thematic Analysis ◽  
Clinical Medicine ◽  
Medical Curriculum ◽  
Biomedical Science ◽  
Professional Identity Formation ◽  
Adaptive Expertise ◽  
Science Knowledge

Abstract Background Intensive study of the biomedical sciences remains a core component of undergraduate medical education with medical students often completing up to two years of biomedical science training prior to entering clerkships. While it is generally accepted that biomedical science knowledge is essential for clinical practice because it forms the basis of clinical reasoning and decision-making, whether medical students perceive an expanded role for their biomedical science knowledge remains to be examined. Methods We conducted a qualitative research study to explore how medical students in the first clerkship year perceived the relevance of biomedical science knowledge to clinical medicine during this pivotal time as they begin their transition from students to physicians. To identify previously unidentified perspectives and insights, we asked students to write brief essays in response to the prompt: How is biomedical science knowledge relevant to clinical medicine? Ten codes and four themes were interpreted through an applied thematic analysis of students’ essays. Results Analysis of students’ essays revealed novel perspectives previously unidentified by survey studies and focus groups. Specifically, students perceived their biomedical science knowledge as contributory to the development of adaptive expertise and professional identity formation, both viewed as essential developmental milestones for medical students. Conclusions The results of this study have important implications for ongoing curricular reform efforts to improve the structure, content, delivery, and assessment of the undergraduate medical curriculum. Identifying the explicit and tacit elements of the formal, informal, and hidden curriculum that enable biomedical science knowledge to contribute to the development of adaptive expertise and professional identity formation will enable the purposeful design of innovations to support the acquisition of these critical educational outcomes.

scholarly journals “It is this very knowledge that makes us doctors”: an applied thematic analysis of how medical students perceive the relevance of biomedical science knowledge to clinical medicine

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Bonny L. Dickinson ◽  
Kristine Gibson ◽  
Kristi VanDerKolk ◽  
Jeffrey Greene ◽  
Claudia A. Rosu ◽  
...  
Keyword(s):  
Medical Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Thematic Analysis ◽  
Clinical Medicine ◽  
Medical Curriculum ◽  
Biomedical Science ◽  
Professional Identity Formation ◽  
Adaptive Expertise ◽  
Science Knowledge

Abstract Background Intensive study of the biomedical sciences remains a core component of undergraduate medical education with medical students often completing up to 2 years of biomedical science training prior to entering clerkships. While it is generally accepted that biomedical science knowledge is essential for clinical practice because it forms the basis of clinical reasoning and decision-making, whether medical students perceive an expanded role for their biomedical science knowledge remains to be examined. Methods We conducted a qualitative research study to explore how medical students in the first clerkship year perceived the relevance of biomedical science knowledge to clinical medicine during this pivotal time as they begin their transition from students to physicians. To identify previously unidentified perspectives and insights, we asked students to write brief essays in response to the prompt: How is biomedical science knowledge relevant to clinical medicine? Ten codes and four themes were interpreted through an applied thematic analysis of students’ essays. Results Analysis of students’ essays revealed novel perspectives previously unidentified by survey studies and focus groups. Specifically, students perceived their biomedical science knowledge as contributory to the development of adaptive expertise and professional identity formation, both viewed as essential developmental milestones for medical students. Conclusions The results of this study have important implications for ongoing curricular reform efforts to improve the structure, content, delivery, and assessment of the undergraduate medical curriculum. Identifying the explicit and tacit elements of the formal, informal, and hidden curriculum that enable biomedical science knowledge to contribute to the development of adaptive expertise and professional identity formation will enable the purposeful design of innovations to support the acquisition of these critical educational outcomes.

scholarly journals “It Is This Very Knowledge That Makes Us Doctors”: An Applied Thematic Analysis of How Medical Students Perceive the Relevance of Biomedical Science Knowledge to Clinical Medicine

2020 ◽  
Author(s):  
Bonny Lynn Dickinson ◽  
Kristine Gibson ◽  
Kristi VanDerKolk ◽  
Jeffrey Greene ◽  
Claudia A Rosu ◽  
...  
Keyword(s):  
Medical Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Thematic Analysis ◽  
Clinical Medicine ◽  
Medical Curriculum ◽  
Biomedical Science ◽  
Professional Identity Formation ◽  
Adaptive Expertise ◽  
Science Knowledge

Abstract Background Intensive study of the biomedical sciences remains a core component of undergraduate medical education with medical students often completing up to two years of biomedical science training prior to entering clerkships. While it is generally accepted that biomedical science knowledge is essential for clinical practice because it forms the basis of clinical reasoning and decision-making, whether medical students perceive an expanded role for their biomedical science knowledge remains to be examined. Methods We conducted a qualitative research study to explore how medical students in the first clerkship year perceived the relevance of biomedical science knowledge to clinical medicine during this pivotal time as they begin their transition from students to physicians. To identify previously unidentified perspectives and insights, we asked students to write brief essays in response to the prompt: How is biomedical science knowledge relevant to clinical medicine? An applied thematic analysis of students’ essays revealed ten codes from which four themes emerged. Results Analysis of students’ essays revealed novel perspectives previously unidentified by survey studies and focus groups. Specifically, students perceived their biomedical science knowledge as contributory to the development of adaptive expertise and professional identity formation, both viewed as essential developmental milestones for medical students. Conclusions The results of this study have important implications for ongoing curricular reform efforts to improve the structure, content, delivery, and assessment of the undergraduate medical curriculum. Identifying the explicit and tacit elements of the formal, informal, and hidden curriculum that enable biomedical science knowledge to contribute to the development of adaptive expertise and professional identity formation will enable the purposeful design

PENINGKATAN KEMANDIRIAN BELAJAR SISWA SMP MELALUI PEMBELAJARAN BERBASIS MASALAH

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Tanti Jumaisyaroh Siregar
Keyword(s):  
Problem Based Learning ◽  
Mathematic Teacher ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Direct Learning ◽  
The Difference ◽  
And Control ◽  
Learning Data

The purposes of this research were to know: the difference of improvement in self-regulated learning of students that given problem-based learning with students that given  direct learning. The type of this research is a quasi-experimental research by taking samples from the existing population. The variable of this research consist of independent variable that is problem based learning model while the dependent variable isself regulated learning of student.The population of this research is all students of SMP Swasta Ar-rahman Percut and the sample of this research is grade eight with taken sample two classes (experiment and control)  with total 60 students. The instrument of this research were: scale of self-regulated learning. Data that have been collected then analyzed and performed hypothesis testing by using T-test. Based of the results analysis, it showed that: improvment  of the students’ self-regulated learning that given problem-based learning was higher than the students’ ability that given direct learning His then, suggested that problem-based learning be used as an alternative for mathematic teacher to improved students’ ability in mathematical critical thinking and self-regulated learning.

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Author(s):  
Shiva Sarraf-Yazdi ◽  
Yao Neng Teo ◽  
Ashley Ern Hui How ◽  
Yao Hao Teo ◽  
Sherill Goh ◽  
...  
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Scoping Review ◽  
Medical Schools ◽  
Professional Identity Formation ◽  
Enabling Factors ◽  
Content Analyses

Abstract Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

Sign in / Sign up

Export Citation Format

Share Document