Developing and Testing a Self-Regulated Learning Assessment Methodology Combined with Virtual-Patient Simulation in Medical Education

2015 ◽  
Author(s):  
Katherine Picho ◽  
Timothy J. Cleary ◽  
Jr Artino ◽  
Dong Anthony R. ◽  
Ting
Keyword(s):  
Medical Education ◽  
Patient Simulation ◽  
Virtual Patient ◽  
Learning Assessment ◽  
Assessment Methodology ◽  
Self Regulated Learning ◽  
Regulated Learning

Guided outcomes in learned efficiency model in clinical medical education: a randomized controlled trial of self-regulated learning

2014 ◽  
Vol 211 (5) ◽  
pp. 544.e1-544.e7 ◽  
Author(s):  
Avinash S. Patil ◽  
Adam C. Elnaggar ◽  
Saurabh Kumar ◽  
Frank W. Ling ◽  
Frank T. Stritter ◽  
...  
Keyword(s):  
Medical Education ◽  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Self Regulated Learning ◽  
Randomized Controlled ◽  
Regulated Learning

Self-Regulated Learning in Medical Education

2010 ◽  
pp. 271-282 ◽  
Author(s):  
Casey B White ◽  
Larry D Gruppen
Keyword(s):  
Medical Education ◽  
Self Regulated Learning ◽  
Regulated Learning

Experimental Analysis of Students’ Satisfaction Factors in E-Learning Environment: A Case Study on Saudi Arabian University

2017 ◽  
Vol 16 (02) ◽  
pp. 1750018 ◽  
Author(s):  
Hussein Abdel-Jaber
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
Online Courses ◽  
Learning Assessment ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Perceived Satisfaction ◽  
Regulated Learning ◽  
E Learning ◽  
Students Satisfaction

Despite the proliferation of studies outlining the immense benefits obtained from e-learning, the understanding of students’ satisfaction with e-learning in developing countries is still unclear. Therefore, this paper investigates the relationship between Saudi students’ satisfaction with online courses and a number of individual, as well as institutional characteristics cited as robust predictors of students’ satisfaction in the educational literature. These include: students’ levels of internet self-efficacy, self-regulated learning, assessment of course and instructors’ interactivity and their evaluation of the Learning Management System (LMS) used. The results indicated that students’ internet self-efficacy and self-regulated learning constitute critical factors influencing students’ satisfaction with e-learning. Further, students’ assessment of course, as well as instructors’ interactivity are found to marginally affect perceived satisfaction with e-learning among Saudi students. The LMS used (Blackboard) seemed to be the weakest factor influencing students’ experience with online education. Overall, based on the results obtained and in order to maximise the benefits of e-learning; this paper recommends for Saudi universities to extensively use LMS to increase the interactions among primary stakeholders: students–instructors, students–students and students–LMS.

scholarly journals Internet usage and self-regulated learning assessment at junior high school students in Tasikmalaya City, Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 69-73
Author(s):  
R. Reza El Akbar ◽  
Nani Ratnaningsih ◽  
Edi Hidayat
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Treatment Time ◽  
Internet Usage ◽  
Learning Assessment ◽  
Dominant Male ◽  
School Students ◽  
Self Regulated Learning ◽  
Regular School ◽  
Regulated Learning

describes the pattern of relationship between internet usages on students, on the assessment of aspects of selfregulated learning. The aspect of self-regulated learning measured from 10 aspects. This study discusses the effects ofgender, the categories of schools (excellent schools and regular school), the total value of self-regulated learning andthe value of math exams. In brief, the research stages consist of three stages. The first stage of research is to createand retrieve the questionnaire data. The goal is to obtain all things related to internet usage, as well as measure aspectsof self-regulated learning assessment. The second stage of treatment on students. This treatment time is done for fourmonths, where students follow the math lesson with self-regulated learning method. Students provided with multimediadevices, textbooks and other. The third stage is the assessment or math test. The analytical method used is qualitativemethod with descriptive statistical approach. The results obtained that the dominant male students using internet forgames tend to have greater Aspects of Finding and Utilizing Relevant Learning Resources. While female, tend to bedominant in aspects of Evaluating Learning Processes and Results. The average mathematical exam results, in studentswho often use the game tend to have a higher value, compared with other students who often use social media.

scholarly journals Digitalised remote-delivery of AVATr Simulation in Psychiatry: a unique success in COVID-19 pandemic

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S146-S146
Author(s):  
Vimal Mannali ◽  
Paul Strickland ◽  
Craig laBuscagne ◽  
Joy Clift
Keyword(s):  
Medical Education ◽  
Hybrid Model ◽  
Professional Growth ◽  
Clinical Training ◽  
Care Home ◽  
Training Session ◽  
Patient Simulation ◽  
Virtual Patient ◽  
Capacity Sharing ◽  
Person Perspective

AimsSurrey and Borders NHS Foundation Trust's AVATr (Augmented Virtual-reality Avatar in Training) is a unique ground-breaking Virtual Patient Simulation System, which uses the Xenodu platform to train learners in essential clinical and complex communication skills. Over 30 patient scenarios have been developed after identifying learner-specific development needs, including exploration of overt psychosis, assessment of capacity, sharing bad news, and neglect in care home residents. Actors are filmed responding to several domains of clinical questions, further categorised into three narrative-modes of being ‘Engaged, Neutral or Disengaged’, to build a bank of scenarios. During the session, the trainee is projected on to a large screen, using a camera and video special effects, which results in a life-like interaction with the Virtual Patient. Trainees can view themselves interacting with the Virtual Patient in real-time, from a unique ‘out-of-body' perspective, immersed in a custom-designed interactive virtual environment. The simulation facilitator engages with the learner and determines the appropriate choices of responses for the Virtual Patient and if needed, can prompt with explorative cues to continue the narrative-linked conversation. AVATr model pioneered in United Kingdom the use of an innovative ‘self-observational approach’ in Psychiatry training. This is different to a first-person perspective used in virtual or augmented-reality systems in several clinical specialties. The use of Facilitated-Debrief and Peer-Debrief in sessions, render another layer to the simulation experience.MethodDuring the COVID-19 pandemic, we evolved the AVATr model to remote or hybrid sessions, where simulations were digitally enhanced, and have been run through Microsoft Teams. The simulation facilitator is connected to a multi-user video call, enabling the Virtual Patient to be projected as an attendee using Microsoft Teams.ResultThe hybrid model of AVATr has received tremendous feedback, as it now simulates video-consultations that a vast majority of Psychiatry trainees, especially community-based, undertake due to COVID-19 restrictions. The format of AVATr simulation sessions has remained unchanged, and the remote delivery has been particularly successful as it allows trainees to log in from different remote locations to come together for an interactive training session, without any physical restrictions.ConclusionSince 2015, our simulation platform has been utilised for Post-Graduate Medical Education, to enhance essential professional skills and stimulate professional growth. Currently the hybrid model of AVATr is being expanded to Nursing, Psychology and Allied Health Professional (AHP) clinical training streams, along with Undergraduate Medical Education, to address identified gaps in face-to-face training amidst COVID-19 pandemic.

scholarly journals Internet Usage and Self-Regulated Learning Assessment at Junior High School Students in Tasikmalaya City, Indonesia

2019 ◽  
Vol 4 (2) ◽  
pp. 69-73
Author(s):  
R. Reza El Akbar ◽  
Nani Ratnaningsih ◽  
Edi Hidayat
Keyword(s):  
Social Media ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Treatment Time ◽  
Internet Usage ◽  
Learning Assessment ◽  
Dominant Male ◽  
Self Regulated Learning ◽  
Regulated Learning

Internet use for junior high schools in Tasikmalaya city, dominated for game play and social media. This research describes the pattern of relationship between internet usages on students, on the assessment of aspects of self-regulated learning. The aspect of self-regulated learning measured from 10 aspects. This study discusses the effects of gender, the categories of schools (excellent schools and regular school), the total value of self-regulated learning and the value of math exams. In brief, the research stages consist of three stages. The first stage of research is to create and retrieve the questionnaire data. The goal is to obtain all things related to internet usage, as well as measure aspects of self-regulated learning assessment. The second stage of treatment on students. This treatment time is done for four months, where students follow the math lesson with self-regulated learning method. Students provided with multimedia devices, textbooks and other. The third stage is the assessment or math test. The analytical method used is qualitative method with descriptive statistical approach. The results obtained that the dominant male students using internet for games tend to have greater Aspects of Finding and Utilizing Relevant Learning Resources. While female, tend to be dominant in aspects of Evaluating Learning Processes and Results. The average mathematical exam results, in students who often use the game tend to have a higher value, compared with other students who often use social media

Self-regulated learning in medical education

2013 ◽  
pp. 465-477 ◽  
Author(s):  
Timothy J. Cleary ◽  
Steven J. Durning ◽  
Larry D. Gruppen ◽  
Paul A. Hemmer ◽  
Anthony R. Artino
Keyword(s):  
Medical Education ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-regulated learning and academic performance in medical education

2015 ◽  
Vol 38 (6) ◽  
pp. 585-593 ◽  
Author(s):  
Susanna M. Lucieer ◽  
Laura Jonker ◽  
Chris Visscher ◽  
Remy M. J. P. Rikers ◽  
Axel P. N. Themmen
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Self Regulated Learning ◽  
Regulated Learning
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