Abstract
BackgroundDeveloping 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.MethodsA 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.ResultsTwo-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.ConclusionsProfessional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.
Highlights
Developing self-regulated learning in preclinical settings is important for future lifelong learning
professional identity formation (PIF)-oriented intervention for preclinical year curriculum This study focused on PIF as a facilitating factor for Self-regulated learning (SRL)
One-third to one-half of the students in this study were at Stage II/III and a few were at Stage II (Table 1b), they had studied more than 2 years since admission and were within 1 year of commencing the clinical clerkship
Summary
Developing self-regulated learning in preclinical settings is important for future lifelong learning. It is aimed at individualized assessment and modification for learning-specific processes in a specific learning context (e.g., clinical reasoning) [11, 12] This approach may allow preclinical year students to acquire specific SRL skills for specific learning tasks performed in the later clinical clerkship. It is important to have students acquire SRL skills that can be applied to a wider variety of learning tasks in the clinical clerkship. From this perspective, another approach is to implement SRL-oriented intervention in preclinical education, with reference to reports of interventions that have improved SRL in clinical practice
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