Self-directed Learning Opportunities Research Articles

Assessing Medical Student Perceptions of Open-Book Exams for Self-Directed Learning.

Introduction The landscape of medical education is constantly evolving, with innovative assessment methods being integrated to better align with the requirements of modern healthcare education. Among these, open-book exams (OBEs) represent a significant shift from traditional closed-book exams (CBEs), promising to enhance learning outcomes and better evaluate students' understanding of medical concepts. This study aims to explore the multifaceted impact of OBEs on medical students, including their perceptions, study behaviors, stress levels, and the cultivation of critical thinking and self-directed learning skills. Methodology This is a cross-sectional study, which utilized a mixed-methods approach, conducted at Al Baha University's College of Medicine, to explore the impact of OBEs on self-directed learning among 129 medical students over a 15-day period in October 2023. The research combined quantitative data from online questionnaires, assessing students' experiences, stress, understanding, and study strategies, with qualitative insights from in-depth interviews and open-ended survey questions. Participants were final-year medical students with prior experience in OBEs, selected to minimize bias. Data analysis was performed using Statistical Product and Service Solutions (SPSS, version 25; IBM SPSS Statistics for Windows, Armonk), focusing on descriptive and inferential statistics, while qualitative data underwent thematic analysis to identify patterns in students' perceptions of self-directed learning opportunities. The study was ethically approved, ensuring participant confidentiality and informed consent. Result Regarding the medical student perspectives on OBEs, the study revealed that the majority of medical students strongly perceive OBEs as less stressful (77, 59.69%) and easier to prepare for (79, 61.24%) compared to traditional exams. A significant proportion also believe OBEs accurately assess their comprehension (106, 82.17%) and prefer them as a mode of assessment (106, 82.17%). Furthermore, most students (87, 67.44%) reported performing better on OBEs compared to CBEs. Regarding the assessment of self-directed learning using the OBE method, students predominantly utilized highlighting important points (70, 54.26%) as a preparation method for OBEs. A large majority (85, 65.89%) considered OBEs as a fair assessment of self-directed learning and believed that they encourage self-directed learning (114, 88.37%). Conclusion OBEs represent a promising direction for medical education, offering a way to better prepare students for the complexities of real-world medical practice. Future strategies should include not only the refinement of OBE methodologies but also the integration of practice opportunities that enable students to hone their skills in applying knowledge effectively.

Survey of Medical Student Debt Status, Financial Literacy, and Desires for Financial Education

Objectives: The purpose of this study was to assess the financial literacy level of medical students, evaluate their perceptions about the importance of financial literacy, and determine the optimal timing and delivery for financial literacy education. Methods: From April to May 2019, a cross-sectional, anonymous, web-based survey was administered to a convenience sample of first-year (M1) to fourth-year (M4) medical students at the University of Michigan Medical School, with 216 of 680 (32%) students completing the survey. Respondents voluntarily answered 15 multiple choice questions on personal finance and 30 questions on their demographics, current financial situation, and opinions on financial literacy education. Individual financial proficiency was defined as answering 60% of the personal finance questions correctly. Results: Overall, respondents correctly answered 5.64 (38%) of the personal finance questions, with 41 (19%) students achieving financial proficiency. Lower performance on the financial literacy assessment was significantly associated with gender, age, and debt. Overall, 192 (89%) medical students believed that they should receive financial literacy training in medical school. Conclusions: Medical students demonstrate low levels of financial literacy and have a strong desire to improve their financial literacy during their medical education. Medical schools are well positioned to harness this interest for financial literacy education and integrate self-directed learning opportunities.

A Qualitative Investigation of Academic Success: Insights from High School Achievers

High School examinations present a significant hurdle for students, and achieving top performance requires a multifaceted approach. The proliferation of the internet has democratized access to knowledge, empowering individuals to pursue self-directed learning opportunities. This study sought to identify the common attributes of high-achieving students with the goal of inspiring and guiding underperforming students to emulate these successful behaviours and elevate their own academic performance. Employing a qualitative research methodology, the study utilized purposeful sampling to select seven (n=7) high performing students from Daga Central School. Thematic analysis revealed eleven shared attributes that contribute to academic success: a strong reading habit, focused engagement during classroom instruction, effective time management skills, meticulous organization of study materials, consistent review of learned materials, strategic use of information and communication technologies (ICT) to enhance learning, a supportive school environment, the presence of an inspiring role model, and a close-knit support system comprised of parents and teachers. These findings highlight that academic achievement transcends individual study habits; it is also highly influenced by external factors such as conducive learning environment, positive influence from educators, mentors, peers, and families. The study also discusses the implications of these findings for students, educators and other stakeholders in the educational landscape.

Teaching Knowledge Synthesis Methods through Online Research Consultations

Requests to meet with academic librarians for support on knowledge synthesis (KS) projects have escalated due to an increasing number of learners embarking on KS projects as part of their course work, along with the recommendation in KS methods guidance to consult with a research librarian to ensure a comprehensive search. While there are program descriptions and evaluations of library-led and other KS methods training for groups or self-directed learning opportunities, little evidence examines the teaching practices of academic librarians in individual KS research consultations. The objective of this research is to explore teaching encounters during online KS research consultations and describe the often invisible aspects of that labour through the findings from an online-mediated, focussed ethnographic study. The study draws on data from focus groups, observations and interviews, as well as autoethnographic sources. We use a sociomaterial lens to analyze the stories in the data and illuminate the complexities of the virtual, synchronous teaching encounter between academic health librarians and learners. We present a composite narrative elaborating on the social, technical, and material elements assembled before, during, and after an online KS methods consultation to emphasize the invisible and affective labour of librarian teaching practices about comprehensive searching and KS methods.

A Qualitative Study on the Experiences of Preclinical Students in Learning Clinical and Communication Skills at a Simulation Centre

IntroductionSimulation centres (SC) and its learning resources are now firmly established as part of medical education. In SC, medical students obtain both knowledge and skills based on a combination of theory and practice using provided resources. This study aims to explore medical students’ use of SC learning resources to learn clinical and communication skills based on Kolb’s experiential learning cycle. This is based on the research question ‘How are the SC resources useful in supporting preclinical medical students’ clinical and communication skills learning?’ The findings of the study can make a case for further enhancement of SC design and resources for medical students in the preclinical phase.MethodsA qualitative study involving 20 preclinical medical students with learning experiences in SC was conducted between December 2019 and 2020 at a medical school in Malaysia. Semi-structured interview questions were developed based on Kolb’s learning cycle. The data were thematically analysed using the six phases of Braun and Clarke’s thematic analysis.ResultsThree main themes were identified based on preclinical medical students’ experiences in SC; they were ‘preparation for authentic clinical experience’, ‘accessibility of multiple resources for learning and support’ and ‘opportunities to learn and improve’.ConclusionsThe SC’s resources have a significant and positive role in supporting preclinical medical students learn clinical and communication skills. The SC resources prepared them for authentic clinical experiences with a patient-centred care approach and self-directed learning opportunities. Social support from peers, peer tutors and academics emerged as a key finding and resource of the SC as they help preclinical students learn and improve.

Developing a Novel Case-Based Gastroenterology/Hepatology Online Resource for Enhanced Education During and After the COVID-19 Pandemic.

The COVID-19 pandemic reshaped the delivery of medical education, necessitating novel modes of instruction to facilitate distance learning. Online medical education resources provide opportunities for self-directed and asynchronous learning. GISIM is a free, open access educational website dedicated to gastroenterology (GI)/hepatology, which teaches pathophysiology and disease management, and supports clinical reasoning skill development through interactive, dynamic, case presentation-based journeys. (1) To describe the creation of a mobile-optimized, GI/hepatology educational resource for medical trainees, and (2) to report on trainee feedback on completing and authoring GISIM cases. GISIM was created on WordPress and modeled after NephSIM, an e-learning platform dedicated to Nephrology. Content was developed by internal medicine residents and GI/hepatology fellows and attendings. Cases are interactive, prompting users to select differential diagnoses and management plans, with immediate feedback provided on response. Self-reported user demographics and website feedback were collected with an embedded survey. A separate survey evaluated case authors' experiences. GISIM launched in February 2021 and received 12,184 website views and 2003 unique visitors between February 1 2021 and February 28 2022. New cases are disseminated bimonthly. Sixty-one user surveys were collected, with a majority completed by fellows (38%) and residents (26%). All users found the website easy to use and most reported enhanced understanding of case topic areas. Nine author surveys were collected. Authors reported significant learning on chosen topics and improved clinical knowledge through their participation. We developed a novel GI/hepatology case-based resource that enables distance learning and was perceived as a valuable educational tool by users and authors.

Development of eConsult reflective learning tools for healthcare providers: a pragmatic mixed methods approach

BackgroundElectronic consultation (eConsult) programs are crucial components of modern healthcare that facilitate communication between primary care providers (PCPs) and specialists. eConsults between PCPs and specialists. They also provide a unique opportunity to use real-world patient scenarios for reflective learning as part of professional development. However, tools that guide and document learning from eConsults are limited. The purpose of this study was to develop and pilot two eConsult reflective learning tools (RLTs), one for PCPs and one for specialists, for those participating in eConsults.MethodsWe performed a four-phase pragmatic mixed methods study recruiting PCPs and specialists from two public health systems located in two countries: eConsult BASE in Canada and San Francisco Health Network eConsult in the United States. In phase 1, subject matter experts developed preliminary RLTs for PCPs and specialists. During phase 2, a Delphi survey among 20 PCPs and 16 specialists led to consensus on items for each RLT. In phase 3, we conducted cognitive interviews with three PCPs and five specialists as they applied the RLTs on previously completed consults. In phase 4, we piloted the RLTs with eConsult users.ResultsThe RLTs were perceived to elicit critical reflection among participants regarding their knowledge and practice habits and could be used for quality improvement and continuing professional development.ConclusionPCPs and specialists alike perceived that eConsult systems provided opportunities for self-directed learning wherein they were motivated to investigate topics further through the course of eConsult exchanges. We recommend the RLTs be subject to further evaluation through implementation studies at other sites.

중학생 과학시험의 문항 유형에 따른 더닝-크루거 효과

Objectives In this study, the purpose of this study is to examine whether the Dunning-Kruger effect, which is a biased confidence in one's ability according to the type of question in the science subject, appears in middle school students, suggesting a learning method, and removing the negative factors of learning. The purpose of this study is to respond to the demands of the school to present a learning strategy that minimizes the discrepancy between academic expectations and academic achievement, and to prepare a basis for implementing it. Methods For 215 second-year coeducational middle school students located in Gyeongsangbuk-do, we had them predict the expected scores for each of the multiple-choice and short-answer types of test questions before the first science test in the second semester of 2021. A significant relationship was verified by analyzing the relationship between quartiles based on actual grades and expected grades, and t-testing. Results A significant negative correlation was confirmed between the expected score and the difference score (the gap between the expected score and the actual score), and it was also confirmed that the overestimation of the short-answer type was larger than that of the multiple-choice type question. By confirming the two-way phenomenon of overestimation of students with low academic achievement and underestimation of students with good grades, the Dunning-Kruger effect, a previous study, was also found in Korean middle school students. Conclusions The correlation between the student's actual achievement score and the difference score was negative (-) in both multiple-choice and short-answer types for each test item type. There is a significant difference between the actual grades and quartiles in estimating the expected scores for multiple-choice and short-answer types. We present a learning strategy to provide opportunities for self-directed learning that accurately judges one's own abilities, expand the question-and-answer-type question type method in the school field, and check whether there are factors that affect cognitive bias in addition to the question type.

Digital media and relationships, sex, and health education in the classroom

ABSTRACT Young people’s socio-sexual lives and development have become increasingly digitally mediated over recent years. There are implications for classroom-based Relationships, Sex, and Health Education (RSHE), which has recently been made mandatory in most state-maintained schools in England. The evidence base pertaining to good practice in RSHE is extensive and identifies a need for RSHE to be relatable and relevant to learners, and to position learners as active participants in the pedagogic process. Typically, young people’s use of digital media is considered a risk or problem to address in RSHE and this includes their use of digital media for formal and informal learning about sex and relationships. This paper explores the potential value of digital media to classroom based RSHE. It considers how using digital media in the classroom could help to convey material in a relatable and relevant way, including how the ‘influencer model’ may represent a new opportunity for or form of peer delivered education. It also discusses the value of strengthening young people’s skills in identifying reliable and trustworthy content and in applying the content to their own lives, which may necessitate opportunities for independent and self-directed learning away from the classroom.

Lecture, Online, Flipped, and Blended: A Mixed-Methods Study on Ultrasound Student Outcomes and Perceptions

Objective: The purpose of this study was to examine the effects of course delivery methods on examination grades and student perceptions in a sonography course. Materials and Methods: The participant included all sonography students (n = 103), enrolled at a Midwestern university, during the academic years (AY) of 2010–2021. A retrospective, convergent mixed-methods design was used to collect and analyze data, related to the course delivery method. Results: The highest overall mean examination score and course satisfaction rating resulted from the blended learning format and the lowest mean examination scores and course satisfaction resulted from the flipped learning format. Conclusion: Health professions students are a diverse group of learners. Pedagogical practices should include course design and delivery methods which educate all learners. Courses that balance both face-to-face learning with opportunities for self-directed learning improve student satisfaction which could lead to improved student outcomes and provide the foundation for students to become competent health care professionals.

Electronic posters: Future of learning.

Objective: To explore student’s perception regarding use of E-posters as a learning strategy after its use in the learning of public health concepts in the Gastro Intestinal Tract module. Study Design: Interventional study. Setting: Shifa College of Medicine, Islamabad. Period: August 2019 to August 2020. Material & Methods: Year 3 undergraduate medical students of a private college of Pakistan were given a task to present an e-poster in the module of Gastro-Intestinal Tract, focusing on the public health aspect. Students were divided into 7 groups comprising of 13 students each. Each group was provided with one individual study theme. They were provided with a template to cover all aspects of public health. All the basic scientists involving 30 faculty members were invited to judge the e-poster through a checklist. The mean score was calculated. A certificate was awarded to the group that scored the highest. A focused group interview involving one voluntary participant from each group was carried out. Thematic analysis was done manually. Results: Themes generated in focus group discussion are Opportunities for Self-Directed Learning, Opportunities for Self-reflection, Good formative assessment, Peer to Peer Interaction and Collaboration, Opportunities for developing Self-Regulation, Innovative learning strategy, Working in teams and Confidence Building, Use of IT Related Skills, Need of More Facilities. Conclusion: Students welcomed the use of innovative learning through electronic media when carried out in a relaxed environment.

Delivering surgical education: a specialist surgical society and undergraduate student collaboration.

Currently, the delivery of the undergraduate medical curriculum includes various teaching, learning and assessment strategies. Self-directed learning is an important aspect of this mix and includes the use of resources, sometimes not provided by the parent University, in the student's own time to enhance the student's knowledge, skills and professional practice. Societies aimed at a particular specialty contain a pool of professionals that can provide undergraduate students with opportunities for further self-directed learning, development of specialty-specific core skills and exploration of research interests. This may then enhance and enlighten the students' approach to a particular orthopaedic problem and reinforce the curriculum they are studying while providing an understanding of current areas of debate that are not part of the curriculum at present. The collaboration of postgraduate societies with undergraduate students in developing and implementing undergraduate engagement strategies is of benefit to undergraduate education, the specialty society and the collaborating students. We explore the planning and implementation of an interactive webinar series run by the British Indian Orthopaedic Society in collaboration with undergraduate students. We provide a case study of a surgical specialty society engaging with undergraduate students with synergistic effect. We pay particular attention to the benefits accrued by the specialty society and the student collaborators by this joint effort.

Delivering surgical education: a specialist surgical society and undergraduate student collaboration

Currently, the delivery of the undergraduate medical curriculum includes various teaching, learning and assessment strategies. Self-directed learning is an important aspect of this mix and includes the use of resources,...

Effects of STEM Inquiry Method on Learning Attitude and Creativity

The innovative education trend is gradually developed on/off campus in past years. The constant integration of digital technology with education generating the new-style education model redefines the integrated activity and information technology curricula at schools. Creative thinking aims to cultivate students combining various situations (e.g., scientific situation, industrial situation, living situation) with creative design and developing original research and problem solving with specific engineering goals. Taking college students in Bangkok, Thailand, as the research object, total 316 students are preceded the 16-week (3 hours per week for total 48 hours) STEM inquiry method experimental research. The research results are summarized as below. 1. STEM inquiry method cultivates students’ personal scientific activity and inquiry ability without restricting the ideas, but guides students to experience the complete learning process. 2. STEM education, with integrated instruction, cultivates students learning knowledge and skills for the application to real life. During students’ learning, the integration of subject knowledge, life experience, and learner-centered is emphasized. 3. Taking the curriculum design principle of STEM inquiry method, i.e. students’ interested issues, into the consideration of curriculum design and combining several relevant curriculum fields for integrated instruction, the planned self-directed learning activities and opportunities could assist students in applying the learned knowledge to solve problems in real life so as to enhance students’ creative thinking ability. According to the results to propose suggestions, it is expected to help students learn complete knowledge and, more importantly, present critical thinking and problem solving abilities.

Digitization bolstering self-directed learning for information literate adults–A systematic review

Learning skills are fundamental 21st century skills that enable people to thrive in an increasingly uncertain future. Digitization and the current COVID-19 pandemic have been key drivers of uncertainty and changing conditions. In the face of change and uncertainty, self-directed learning is a fundamental competence. However, to date there is a dearth of understanding regarding how digital technologies are supporting or affecting self-directed learning in adulthood. In order to address this, the objective of the present study was to examine through a systematic literature review what is known to date regarding–how can digital technologies support self-directed learning in adult learning and education? The novel findings of the present study suggest digitization has transformed opportunities for self-directed learning in informal, non-formal, and in formal educational settings. However, a key finding of this present study was that the affordances of digital technologies might be described as a double edged sword: (1) digital technologies provide convenient accessibility to information, which acts as an enabler of self-directed learning; but (2) the increasing volume of available information demands additional learner skill in information literacy–part of being a competent self-directed learner–in order to navigate information in a meaningful way. These two concomitant phenomena might in part explain the widening digital divide that has been recorded in recent years.

Teaching the Teachers With Milestones: Using the ACGME Milestones Model for Professional Development.

Teaching the Teachers With Milestones: Using the ACGME Milestones Model for Professional Development.

Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice.

Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin & Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.

Facilitators, Barriers and Motivators of Paramedic Continuing Professional Development

Introduction As registered health professionals, Australian paramedics are required to abide by professional registration standards including the maintenance of continuing professional development (CPD). The broader health literature identifies facilitators, barriers and motivators for engaging in CPD, however the body of knowledge specific to paramedicine is weak. This research seeks to address this gap in the paramedicine body of knowledge. Methods This study adopts a constructivist grounded theory methodology. Data were collected through semi-structured interviews, and analysed using first and second cycle coding techniques. Paramedics from various state-based Australasian ambulance services and private industry (N=10) discussed their experiences specific to their attitudes, perceptions and engagement about CPD. Results Paramedic CPD goes beyond the traditional approach to mandatory training. Paramedics are motivated by factors such as modality of delivery, professional expectations, clinical/professional improvement and, sometimes, fear. Facilitators included organisational support, improved clinical knowledge, practitioner confidence, self-directed learning opportunities and perceived relevance of content. Barriers include cost, workload/fatigue, location, rostering, lack of incentive to engage, lack of employer support and technological problems. Conclusion By understanding what facilitates or motivates engagement in CPD activities, paramedics can navigate their CPD in conjunction with regulatory requirements. Although paramedics report some similar experiences to other health professionals, there are nuances that appear specific to the discipline of paramedicine. Of interest, a unique finding related to fear influencing paramedic CPD engagement. The results of this study informs paramedic employers and paramedic CPD providers with insights to assist in the development of positive CPD experiences and interactions.

Student-led peer review of an online teaching file: perspectives after 2 years

ABSTRACT Problem Opportunities for self-directed learning were missing from our medical school curriculum in general and on our radiology electives specifically. Our objective was to explore the feasibility and benefits of using medical students in the development of our student-created teaching files. Approach In 2018, a website was developed at our institution to support medical student radiology education and create a repository for the online publication of student-developed teaching cases. Students participating in radiology clerkships at our institution had an opportunity to submit case presentations for publication to our online teaching file following peer review. The medical students participated in the peer review process facilitated by the faculty director of radiology undergraduate medical education. The faculty member oversaw the training of new student editors and the development of a peer review guide. Outcomes The peer review guide included goals of the teaching file project and direction regarding the peer review process. Student editors were trained using the peer review guide in conjunction with individual meetings with the faculty mentor. At twenty-four months, 82 student-developed cases had been published to the online teaching file following medical student peer review. The teaching file had garnered 3884 page views. Next Steps The medical student-led peer review process meets core competencies in self-directed learning. The authors plan to explore the application of peer-assisted learning theories to the editing and peer-review process.

Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.