Abstract
IntroductionTo develop lifelong learning skills, students need feedback, access to performance data, and coaching. A new medical curriculum incorporated infrastructural supports based on self-regulated learning theory and the Master Adaptive Learner framework to engage students in reflection and learning planning. This study examines students’ experience with a performance dashboard, longitudinal coaching, and structured time for goal-setting.MethodsFocus groups with first-year medical students explored performance dashboard usage, coaching and learning planning. We analyzed findings using thematic analysis. Results informed development of a 29-item survey rated strongly disagree (1) to strongly agree (5) to investigate experience with the dashboard, coaching and learning goals program. The survey was distributed to one first-year medical student class. We performed descriptive statistics and factor analysis.ResultsIn three focus groups with 21 participants, students endorsed using the dashboard to access performance information but had trouble interpreting and integrating information. They valued coaches as sources of advice but varied in their perceptions of the value of discussing learning planning. Of 152 students, 114 (75%) completed the survey. Exploratory factor analysis yielded 5 factors explaining 57% of the variance: learning goals development (α = 0.88; mean 3.25 (standard deviation 0.91)), dashboard usage (α = 0.82; 3.36 (0.64)), coaching (α = 0.71; 3.72 (0.64)), employment of learning strategies (α = 0.81; 3.67 (0.79)), and reflection (α = 0.63; 3.68 (0.64)).DiscussionThe student performance dashboard provides efficient feedback access, yet students’ use of this information to guide learning is variable. These results can inform other programs seeking to foster lifelong learning skills.Electronic supplementary materialThe online version of this article (10.1007/s40037-018-0449-2) contains supplementary material, which is available to authorized users.
Highlights
To develop lifelong learning skills, students need feedback, access to performance data, and coaching
This study explores how students engage in self-regulated learning behaviours with these infrastructural supports and how they value each support
Guided by the Master Adaptive Learner framework, the new curriculum focused on three targeted infrastructural supports: individual performance dashboard, coaching relationship, and opportunities for reflection and goal-setting
Summary
To develop lifelong learning skills, students need feedback, access to performance data, and coaching. A new medical curriculum incorporated infrastructural supports based on self-regulated learning theory and the Master Adaptive Learner framework to engage students in reflection and learning planning. To guide students in cultivating habits of continuous improvement for integration into practice, educators must encourage practice, reflection and reinforcement [4] This approach to learning can improve performance and enhance a learning climate [5, 6]. The Master Adaptive Learner conceptual framework describes how students can engage in reflection on performance to promote habits of continuous learning and selfimprovement [7]. The Master Adaptive Learner purposefully plans for learning, uses intentional learning strategies, self-assesses progress, and adjusts in repeated cycles of learning and adaptation [7] These steps align with the tenets of self-regulated learning theory [8]. Accurate information about a learner’s own performance enables ‘informed self-assessment,’ which is more accurate than self-assessment unguided by feedback [9]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
