scholarly journals Impact of individualized learning plans on United States senior medical students advanced clinical rotations

2016 ◽  
Vol 13 ◽  
pp. 39 ◽  
Author(s):  
Amalia Guardiola ◽  
Michelle S. Barratt ◽  
Emma A. Omoruyi
Keyword(s):  
United States ◽  
Medical Students ◽  
Learning Experience ◽  
Learning Goals ◽  
Advanced Practice ◽  
Self Directed Learning ◽  
School Students ◽  
Individualized Learning ◽  
Faculty Knowledge ◽  
Learning Plan

The individualized learning plan (ILP) is a tool that promotes self-directed learning. The aim of this pilot study was to look at the perception of the ILPs in United States senior medical school students as a way to improve their learning experience during their advanced practice clerkship. We conducted a survey of graduating medical students that contained both quantitative and open-ended questions regarding the students’ experiences with the ILP during their advanced practice clerkship from July 2014 to March 2016. We systematically identified and compiled themes among the qualitative responses. Responses from 294 out of 460 subjects were included for analysis (63.9%). Ninety students (30.6%) reported that the ILP was definitely reviewed at the midpoint and 88 (29.9%) at the final evaluation. One hundred sixty one students (54.8%) felt the ILP provided a framework for learning. One hundred sixty one students (61.6%) felt it was a useful tool in helping open a discussion between the student and faculty. The qualitative data was grouped by areas most mentioned and these areas of concern centered on lack of faculty knowledge about ILP, time to complete ILP, and uncertainty of appropriate goal setting. The majority of students perceive the ILP to be helpful. Our results suggest that active intervention is needed by dedicated and trained faculty to improve ILP utilization. It is recommended that faculty gives students examples of learning goals to create their own learning framework and encourages them to discuss and review the ILP.

scholarly journals Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students

2021 ◽  
Vol 8 ◽  
pp. 237428952110068
Author(s):  
Kara S. Tanaka ◽  
Rageshree Ramachandran
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Online Survey ◽  
Learning Goals ◽  
Asynchronous Learning ◽  
Self Directed Learning ◽  
Anatomic Pathology ◽  
Institutional Review ◽  
Clinical Clerkships ◽  
Remote Learning

In mid-March 2020, our institution removed most medical students from in-person clinical clerkships due to the COVID-19 pandemic. The Department of Pathology responded by transitioning a fourth-year clinical elective to an all-remote format composed of synchronous didactics, daily clinical sign-out utilizing digital microscopy, and asynchronous learning materials. Thirty-seven medical students completed 2- or 4-week anatomic pathology electives tailored to meet their career goals and allowing them to progress toward graduation. Institutional Review Board approval was granted to survey students’ perceptions of engagement in the remote learning environment. Quantitative and qualitative data were collected using a standardized school-wide end-of-rotation survey, an online survey developed by the authors, and students’ self-directed learning goals. End-of-rotation data showed the remote pathology course performed well (4.88 of possible 5) when compared to all advanced clinical clerkships (4.51, n = 156 courses), all elective rotations (4.41, n = 50 courses), and the traditional in-person pathology elective (4.73). Core strengths in the virtual environment included high educational value, flexibility of content and schedule, organization, tailoring to an individual’s learning goals, and a positive education environment. Deficits included the inability to gross surgical specimens, inadequate observation or feedback about students’ skills, and impaired social connections. Areas for improvement included requests for in-person experiences and development of themed tracks for career exploration. Many aspects of anatomic pathology appear well-suited to the remote learning environment. While the remote model may not be sufficient for students pursuing careers in pathology, it can be adapted to increase nonpathologists’ understanding of interdisciplinary clinical collaboration with pathologists.

81. Building Adolescent Medicine Skills Among Medical Students: Individualized Learning Goals

2015 ◽  
Vol 56 (2) ◽  
pp. S43
Author(s):  
Justin Lockwood ◽  
Marissa Peters ◽  
Janice Hanson ◽  
Alexandria Forte ◽  
Paritosh Kaul
Keyword(s):  
Medical Students ◽  
Learning Goals ◽  
Adolescent Medicine ◽  
Individualized Learning

scholarly journals Self-Assessment on the Competencies and Reported Improvement Priorities for Pediatrics Residents

2012 ◽  
Vol 4 (4) ◽  
pp. 445-453 ◽  
Author(s):  
Su-Ting T. Li ◽  
Daniel J. Tancredi ◽  
Ann E. Burke ◽  
Ann Guillot ◽  
Susan Guralnick ◽  
...  
Keyword(s):  
Core Competencies ◽  
Medical Knowledge ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Cross Sectional ◽  
Individualized Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Level Of Training ◽  
Sectional Analysis

Abstract Background Self-assessment and self-directed learning are essential to becoming an effective physician. Objective To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). Methods We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors “novice” and “proficient” (0–100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. Results A total of 4167 residents completed an ILP in academic year 2009–2010, with residents' ratings improving from advanced beginner (48 on a 0–100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P < .01). Conclusion Residents' self-assessment of their competencies increased by level of training, although residents rated themselves as least competent in medical knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

scholarly journals Approbation of Self-directed Learning by first year medical students: a mixed method study

2021 ◽  
Author(s):  
Bharti Bhandari ◽  
Deepti Chopra ◽  
Prerna Agarwal ◽  
Aprajita Panwar ◽  
Daljit Kaur ◽  
...  
Keyword(s):  
Medical Students ◽  
Phase 1 ◽  
Learning Goals ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Lifelong Learner ◽  
Institutional Ethics ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning

Background: One of the primary roles played by Indian medical graduates is to be a lifelong learner. For being a lifelong learner, the students should inculcate the habit of Self-Directed Learning (SDL). Lack of SDL skills among undergraduate medical students is a concern, hence the study was planned to introduce SDL in Physiology to phase-1 undergraduate medical students and assess its effectiveness through students and facultys perceptions. Methodology: The project was commenced after obtaining clearance from the Institutional Ethics Committee. The faculty members and students were sensitized on SDL. Feedback questionnaire was framed and the topics for SDL were selected. Six topics were covered as part of the project. The effectiveness of the sessions was evaluated by administering the feedback questionnaire to the students and recording perceptions of the students and faculty on SDL. The quantitative and qualitative analysis of the data was done. Results: A total of 96 phase-1 students participated in the study. Majority of the students felt that self-directed learning sessions have improved their SDL skills; they are more prepared and aware of their learning strengths and have started taking ownership of their learning. However some students felt the activity was not sufficient and SDL was not useful in improving their analytical skills. Both the students and the faculty were fairly satisfied by this teaching learning innovation. Conclusions: Students and faculty were satisfied with the SDL strategy. SDL has shown to make them independent learner, who are aware of their learning goals and capable of evaluating their learning.

The Computational Thinking Scale for Computer Literacy Education

2020 ◽  
pp. 073563312097235
Author(s):  
Meng-Jung Tsai ◽  
Jyh-Chong Liang ◽  
Chung-Yuan Hsu
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Computer Literacy ◽  
Learning Experience ◽  
Computational Thinking ◽  
After School ◽  
Self Directed Learning ◽  
School Students ◽  
Five Dimensions ◽  
Positive Effects

Computational thinking has received tremendous attention from computer science educators and educational researchers in the last decade. However, most prior literature defines computational thinking as thinking outcomes rather than thinking processes. Based on Selby and Woodland’s framework, this study developed and validated the Computational Thinking Scale (CTS) to assess all students’ thought processes of computational thinking for both general and specific problem-solving contexts in five dimensions: abstraction, decomposition, algorithmic thinking, evaluation and generalization. A survey including 25 candidate items for CTS as well as demographic variables was administered to 388 junior high school students in Taiwan. An explorative factor analysis using the principal axis method with the oblimin rotation was used to validate the scale. Finally, 19 items were extracted successfully under the designed five dimensions, with a total explained variance of 64.03% and an overall reliability of 0.91. Results of the demographic comparisons showed that boys had a greater disposition than girls in decomposition thinking when solving problems using computer programming. In addition, programming learning experience, especially self-directed learning and after-school learning, had significant positive effects on all dimensions of CTS. Several future studies are suggested using this tool.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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