Abstract
BackgroundSelf-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning.MethodStudents of a Management of Health Service Organizations program (100) were presented with an ill-structured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants were asked to detail five arguments to establish their decision by using Mindomo, a popular digital platform for designing concept maps. The students were given predefined criteria that allowed them to self-assess their maps. Data for the analysis were gathered by two measurements: Concept mapping for problem-based learning scale and the Online self-regulated learning scale and were analyzed by using Partial Least Squares - Structural Equation Modeling.ResultsThe analyses showed that at the beginning of the process, students’ online self-regulation was found lower than at the end of the intervention, and only two self-regulation sub-factors: Goal setting and Task strategies, were positively linked to students’ perceptions of the intervention. After the intervention, the analyses showed that it increased the levels of four Online self-regulation sub-factors: Goal setting, Task strategies, Environment structuring, and Time management.ConclusionsTeachers need to recognize and account for different types of learners and encourage and scaffold students’ effective use of self-regulation strategies. Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities. Combining these teaching and learning tools together with the use of advanced technology in an online course that encourages active learning enables the development and acquisition of abilities of self-directed learning among students in the medical and health management professions.
Highlights
The twenty-first century has undoubtedly brought about numerous and profound changes, developments, and advances in complex technologies and in the control they exert over many spheres of our lives, alongside rapid accumulation of knowledge
Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities
It may be inferred that students who were accustomed to setting standards for their assignments in online courses, set short-term goals as well as long-term goals, kept a high standard for their learning in online courses and for the quality of their work, and undertook extra problems in their online courses to master the content, were found more receptive to adopting concept mapping (CM) for problembased learning (PBL) online course and demonstrated a predilection to utilize this learning strategy
Summary
The twenty-first century has undoubtedly brought about numerous and profound changes, developments, and advances in complex technologies and in the control they exert over many spheres of our lives, alongside rapid accumulation of knowledge. The healthcare system and its professionals must cope with constant changes and new challenges that require adapting the system to the dynamic, ever-changing era These challenges are linked to the ever-increasing use of advanced technology, artificial intelligence, and alterations in the nature and scope of the medical and nursing profession [1]. A set of qualifications is currently required of managers and staff in the healthcare system such as flexibility, adaptability, planning ability, and self-regulation of learning (SRL). These capabilities are becoming an essential and inseparable part of the array of tasks that characterize doctors in the twentyfirst century [4, 5]. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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 call
