Self-directed Learning Module Research Articles

Tracing Emotion in the (Re)Construction of an EFL Identity During a Self-Directed Learning Module: A Short Story Approach

This paper explores the stories told by Hiroto, an EFL learner enrolled in a semester-long self-directed language learning (SDLL) module to understand how the emotional qualities found in the stories interact with Hiroto's identity (re)construction. Barkhuizen's (2016) short story approach was used in conjunction with emotion-based codes to analyse data extracts from interviews, constructed identity statements, and a visual language learning history. The findings reveal that Hiroto experiences a constant flux of emotions throughout his SDLL journey that interact in different ways with micro, meso, and macro-level factors such as an existing desired identity, academic obligations, cultural influences, and TOEIC examinations. 本論文は、1学期にわたる自己主導型言語学習（SDLL）モジュールに在籍するEFL学習者ヒロトの物語を探求し、彼の物語に見られる感情の性質がヒロトのアイデンティティ（再）構築とどのように相互作用するかを理解する。Barkhuizen（2016）のショートストーリーアプローチは、インタビュー、構築されたアイデンティティステートメント、視覚化した言語学習史から抽出したデータを分析するために、感情に基づくコードと組み合わせて使用された。その結果、ヒロトはSDLLの旅路によって、既存の望ましいアイデンティティ、学業上の義務、文化的影響、TOEIC試験などのミクロ、メゾ、マクロレベルの要因とさまざまな形で相互作用する、持続的な感情の流動を経験していることが明らかになった。

Pengembangan E-Modul Pelatihan Berbasis Self-Directed Learning Tentang Pembuatan Materi Pembelajaran Metode Flipped Classroom

This study aimed to develop and evaluate a Self-Directed Learning (SDL)-based e-module on Flipped Classroom learning material creation for English teachers in junior high schools in Salatiga and describes the weaknesses of the English learning material development training that has been implemented in junior high schools in Salatiga. The subjects of this research are English teachers in junior high schools. The type of research is Research and Development (R&D) by using model Sugiyono with mixed method sequential exploratory research approach. Data collection techniques used interviews, documentation studies, and questionnaires. Data validation techniques were carried out by triangulating sources and techniques. The development stage is carried out through: (1) Potential and Problems, (2) Data Collection, (3) Product Design, (4) Design Validation and (5) Design Improvement. (6) Limited Trial to 40 Teachers of 2 training classes, namely: experimental class 20 people and control class 20 people. Qualitative data analysis techniques use qualitative data analysis models based on Milles & Huberman (1994), namely data reduction, data display, and conclusions drawing and verification. Quantitative data analysis in the form of pretest and post test scores will be analyzed using SPSS Paired T test analysis. The results of this study show that the weaknesses of the training carried out so far have only focused on administrative training for teachers, as well as inflexible implementation time. Based on the field trial, there was an increase in the results of the pre-test and post-test for participants. However, the researcher could not find out how far the influence of this self-directed learning module on the motivation of participants in learning the material provided. .

Experience in developing and implementing the self-directed learning assessment tools among undergraduate medical students

BackgroundThe upcoming changes in digital technology have motivated health professionals to be lifelong learners and be updated with the recent trends. Self-directed learning (SDL) is one of the approaches for making undergraduate students health/ profession students lifelong learners. Moreover, the SDL approach allows learners to work in a team and gain social skills.The aim of the study is to develop and validate the facilitator and peer score sheet as an assessment tool for self-directed learning in the department of physiology, in the Indian context. MethodThe facilitator and peer score sheet was developed and validated by the Delphi technique. The score sheet was implemented as a pilot test for one of the SDL modules in the department of physiology for undergraduate students. ResultTwo Delphi rounds were conducted till the content validity index (CVI) for the Facilitator Score Sheet (FSS), for 10 items attained was 0.977 and a CVI of 0.90 for seven items was for the Peer Score Sheet (PSS). The Coefficient of Variance (CV) in FSS for items 6, 10, and 11 and in PSS for item 6 was more than 30, which is not acceptable, so the item needed to be modified or removed from the list. ConclusionVaried assessment strategies are required for the SDL module to attain academic gain as per cognitive and affective attributional gains. Although novel, the present scale needs to be modified after incorporating all the recommendations from different stakeholders before reusing it for the students’ SDL module.

Development and implementation of a self-directed learning module on antimicrobial resistance for Phase 2 MBBS students.

The first objective of the Global Action Plan proposed by the WHO in preventing and controlling Antimicrobial resistance is to improve awareness and understanding of antimicrobial resistance through effective communication, education and training. Self-directed learning is a student oriented teaching learning method ideal for imparting lasting knowledge on topics of national and global importance such as antimicrobial resistance among medical students, which will help them develop an in-depth understanding of the topic and hence the aim of this study was to develop and implement a Self Directed Learning Module on Antimicrobial Resistance. The study was conducted in the department of Microbiology with the Phase 2 medical students. Four self-directed learning sessions were developed and disseminated which included case scenarios, class assignments, obtaining antibiotic history from admitted patients, brain storming sessions, final assessment and feedback from students and faculty. 62 out of 80 students gave their consent for the study. 72.6% students attended all the SDL sessions. 55 students gave their final assessments and feedback and all students scored above 50% marks. More than 70% of students said that the SDL aroused curiosity about the topic, while making it interesting, interactive and enjoyable. The self-directed learning module on antimicrobial resistance evoked interest and enthusiastic participation among the medical students. The discussions, assignments and the brainstorming sessions helped to deepen their knowledge on this emerging threat at the local, national and global levels.

Effect of Self-Directed Learning Module and Assessment on Learning of National Health Programme by Medical Undergraduates - A Mixed Methods Evaluation.

Competency-based medical education (CBME) curriculum in India has introduced many new concepts like a foundation course, early clinical exposure, and self-directed learning (SDL). Sometimes SDL simply means self-study. Self-directed learning as defined by Knowles is a process in which individuals take the initiative with or without the help of others in diagnosing their learning needs, setting their own learning goals, identifying appropriate learning resources, and selecting appropriate learning strategies. SDL is seen as a prerequisite for life-long learners, especially medical graduates. We found poor uptake of SDL sessions in terms of learning and attendance by students. To develop and assess the effect of the SDL module in Community Medicine for Phase -3 MBBS students. The study design was a program development and evaluation design. The program development consists of free listing and Nominal Group Technique (NGT). The evaluation design consists of a formative assessment, an end-of-module assessment, and feedback from undergraduate students, postgraduates, and faculties. Data collection procedure: SDL module was developed, agreed and implemented among undergraduates of Phase - 3 MBBS students. Free listing was conducted among undergraduate students who had completed the phase 3 MBBS examination and Nominal Group Technique was conducted among the faculties (n = 7) and Postgraduates of the Department of Community Medicine (n = 2) to explore the appropriate topics for SDL in Community Medicine. The topic with the highest ranking and which was finalized for preparation of the SDL module was "National Health Programme". Three fourth 118 (75%) of the students scored ≥50% at the end of the module assessment. Manual content analysis for the feedback was categorized into three themes such as facilitating factors, challenges, and solutions. Effective implementation and assessment of SDL sessions are one of the new concepts in the CBME curriculum.

C-CASE 2022: Competence to Excellence01. The Queen Bee phenomenon in Canadian surgical subspecialties: an evaluation of gender biases in the resident training environment02. Barriers to surgical peer coaching — What have we learned, and where do we go from here?03. Shared decision-making and evidence-based medicine: Pivotal or trivial to patient care in orthopedic trauma?04. Immersive virtual reality and cadaveric bone

# 01. The Queen Bee phenomenon in Canadian surgical subspecialties: an evaluation of gender biases in the resident training environment {#article-title-2} The Queen Bee phenomenon describes the behavioural response that occurs when women achieve success in a male-dominated environment, and in this

Respiratory Distress in the Pediatric ED: A Case-based Self-directed Learning Module

Respiratory Distress in the Pediatric ED: A Case-based Self-directed Learning Module

Respiratory Distress in the Pediatric ED: A Case-based Self-directed Learning Module.

Emergency medicine residents, pediatric residents on an EM rotation. Emergency medicine residents are expected to recognize and treat patients of all ages and diseases of all varieties, yet most education and training is focused on the adult patient. Exposure to pediatrics is generally integrated into training across all years of residency, but time spent in the pediatric emergency department is still a small portion of resident education. This module aims to enhance the ability of the emergency medicine residents to recognize and treat respiratory distress in children, one of the most common presenting chief complaints in the pediatric population, by integrating the concepts of case-based learning, self-directed learning and self-testing. By the end of this module, learners will be able to: 1) recognize the unique pathophysiology for respiratory distress in the pediatric population and formulate a broad differential; 2) understand the treatment principles for the most common causes of respiratory distress in children; 3) navigate and apply validated clinical decision-making tools for treatment of pediatric respiratory illnesses. A learning module consisting of six clinical vignettes based on the most common causes of respiratory distress in children, with associated self-test questions, and key learning concepts was created for resident education. This module was a self-directed PowerPoint slideshow with embedded questions and links to evidence-based clinical decision-making tools. A survey was created to gauge the residents' perceptions of the learning module and its usefulness in their learning. Twenty (30%) residents used this module and took the survey. Ninety percent of respondents felt more comfortable managing respiratory distress in children after completing this module. Ninety-five percent of respondents felt they had sufficient knowledge of the topic after completing the module and would like to have more modules such as this one on other topics. Residents indicated in the survey that the module enhanced their knowledge and comfort with clinical practice. This unique learning module integrates basic and clinical sciences and utilizes many different learning concepts to engage and motivate the adult learner. The module may also be re-created in order to cover other similar topics as a supplement to resident education. Pediatrics, respiratory, infectious disease, asthma, croup, anaphylaxis, foreign body aspiration, bronchiolitis, laryngomalacia.

Implementation and Evaluation of Self-directed Learning Activity in Biochemistry for First-Year MBBS Students

Background: Self-directed learning (SDL) is an essential teaching-learning method for transforming medical students into lifelong learners. In SDL, learners are responsible for undergoing their learning process and gradually shifting learning control from teacher to themselves. However, First-year MBBS students are in need of receiving training and support to become self-directed learners. Hence, the present study aimed to evaluate the outcomes of adopting SDL alone as well as supplementing SDL with a lecture for first-year MBBS students in biochemistry. Objectives: Implementation of self-directed learning activity in Biochemistry and evaluation of its outcome for first-year MBBS students. Methods: A Cohort study was carried out to investigate first-year MBBS students in the Department of Biochemistry at SVIMS, Tirupati. The study was conducted in two sessions. In session one, Lecture cum SDL was implemented; whereas in session two, only SDL was employed. A pre-and post-test was performed before and after completion of both sessions. Pre- and post-test answer sheets were evaluated, and students’ perception forms were analysed. Results: There was a statistically significant increase in post-test scores compared to pre-test scores. Moreover, there was a statistically significant increase in post-test scores of Lecture cum SDL session compared to post-test scores of SDL session alone. Conclusions: Overall performance of the students was improved when a topic was taken as a didactic lecture followed by an SDL session; this may have been indicative of an improvement in learning outcomes when adopting SDL module.

Online Self-Directed Learning Module: A Literature Review.

The lack of dedicated time and standardized education for stroke coordinators focusing on program disease-specific care certification standards has led to undue added stress prior to survey. The purpose of this literature review is to provide staff development educators an alternative method to train stroke coordinators. Findings suggest that online self-directed learning modules are useful in acquiring knowledge, gaining clinical competency, improving confidence, and meeting the learners' needs and satisfaction.

Spinal cord injury

A spinal cord injury (SCI) is damage to any part of the spinal cord or nerves extending from the spinal cord that often results in permanent changes in motor and/or sensory abilities and other body functions below the point of the injury. The physical impairments from SCI vary as a function of the level and completeness of the injury. Nearly every aspect of a person's life physical health, work, personal relationships, and recreation may be affected following SCI. Adjustment involves learning new adaptive behaviors and attitudinal change, so psychologists play a crucial role in assisting the rehabilitation process. This self-directed learning module highlights basic management and approaches to intervention both established and experimental. The revised American Spinal Injury As sociation classification of spinal cord injury (SCI) further defines the examination and classification guidelines. The incidence of traumatic SCI remains at approximately 10,000 cases per year, with 32 years the average age at injury. Initial management includes establishment of oxygenation, circulation (mean blood pressure >85mmHg), radiographic evaluations for spine instability, intravenous methylprednisolone, and establishment of spinal alignment. Prevention measures for medical complications include pressure relief for skin, thromboembolism prophylaxis, prevention of gastric ulcers, Foley catheter drainage to prevent urine retention, and bowel care to prevent colonic impaction. Nontraumatic SCI from spinal stenosis, neoplastic compression, abscess, or multiple sclerosis becomes more common with aging. Experimental treatments for SCI include antibodies to block axonal growth inhibitors, gangliosides to augment neurite growth, 4-aminopyridine to enhance axonal conduction through demyelinated nerve fibers, and fetal tissue to fill voids in cystic spinal cord cavities. Early comprehensive rehabilitation at a SCI center prevents complications and enhances functional gains.

Student-led seminar as a teaching learning technique to introduce first year medical undergraduate students to self-directed learning

: Student-led seminar (SLS) is an interactive peer-led teaching learning method which offers several advantages for both the student learners and the student tutors including helping the learners to develop self-directed learning (SDL) skills. The aim of this study was to analyze the perception of first year medical undergraduate students towards a recently conducted SDL module in Anatomy utilizing student-led seminars as the teaching learning technique. Participation in the study was voluntary and all 100 first year students consented to participate in the study. Informed consent was taken from the participants. The module was implemented across 2 sessions. In session 1, a clinical case scenario on Shoulder Joint was discussed. Students were then asked to identify knowledge gaps and brainstorm in small groups to formulate the learning objectives. Session 2 was conducted as a student-led seminar after a 6-day gap. Student perception was then obtained using a Google Forms based questionnaire.: Thematic analysis was conducted for the responses. Major themes that emerged were that the participants learnt, enjoyed and felt motivated. Students appreciated the role played by the facilitators in guiding them and some of the respondents wanted to take up leadership roles for their teams in future sessions. As medical educators, we should not only encourage the acquisition of SDL skills by the learners but also provide a conducive environment for self-directed learning. To our experience the student-led seminar can be an excellent teaching-learning method for incorporating SDL skills among undergraduate medical learners.

SYSTEMIC REFLEXIVITY IN RESIDENTIAL CHILD CARE: A PEDAGOGICAL FRAME TO EMPOWER PROFESSIONAL COMPETENCE

This position paper offers a pedagogical frame to empower professional work in residential child care. Jobs in this demanding field are characterized by daily relationships with children of different ages, needs, and cultural backgrounds. There is a need for effective communication and interaction with them, their families, co-workers, other professionals, and care agencies, as well as with the larger community. This complexity brings uncertainty and the necessity of thinking and acting in a sensitive way in order to open possibilities for systemic transformation at the micro, meso, and macro levels. In this framework, we focus on reflexivity as a meta-competence — a set of specific postures, competences, and attitudes that characterize expert professional action. A thorough literature review on reflexivity in social work and child protection is aimed at clarifying the meanings, uses, and features of this concept. We claim that systemic reflexivity can be used as a framework, a methodology, and a set of tools to empower professional work by enhancing emotional, cognitive, and epistemic self-awareness, systemic wisdom, abduction, and active listening. To help workers and teams develop these five competences, a self-directed learning module is currently being designed, based on systemic and narrative perspectives, and transformative learning theory.

Pilot Study of an Online Self-Directed Learning Module for Medical Decision-Making Capacity.

This study assessed the impact of an online, self-directed learning module on medical student knowledge and attitudes regarding decision-making capacity. The authors created a 15-min didactic video on decision-making capacity and sorted medical students on the psychiatry clerkship to teaching as usual or teaching as usual plus watching the video. The authors assessed student knowledge about and attitudes toward decisional capacity assessment using a pre/posttest design. Thirty-eight students completed the study (24% of all psychiatry clerkship students in one academic year). Students who watched the video (n = 14) achieved higher scores on the posttest compared with students who did not watch the video (n = 24) (90% vs 84% on general knowledge and case examples), though this difference was small and not statistically significant. The degree of improvement from pretest to posttest was higher for students who watched the video but did not reach statistical significance. Overall, students found the online teaching module to be a helpful augmentation strategy for learning decisional capacity assessment. The authors incorporated student feedback and additional review to create an enhanced video, which is available on ADMSEP's Clinical Simulation Initiative website.

Implementation of a self-directed learning module for undergraduate medical students in biochemistry: sharing of an experience

Self-directed learning SDL is a process where learners take the initiative for their own learning, become sensitive to personal learning needs, formulate the learning objectives, search for the resources and use them judiciously and finally evaluate the learning outcome.

Perception analysis of students and faculty of a self-directed learning module in biochemistry in a north Indian medical college

Introduction: Self Directed Learning (SDL) is one of the key components of adult learning theory proposed by Malcolm Knowles. SDL is an important tool for making medical students lifelong learners. Health professionals need to be self-directed learners to keep pace with exponentially increasing medical knowledge. Aim: This study aims to study the perception of students and faculty towards a recently conducted SDL module for first phase students in Biochemistry. Materials and Methods: The SDL was implemented in 2 sessions. In Session 1 a case scenario of jaundice was presented to the students. Students were asked to formulate learning objectives. The students were provided resource materials and a WhatsApp group was created to motivate the students for self-directed learning and for clarifying any doubts from the students. The students were given 4 days to learn the topic on their own and regular reminders of the timeline were posted on the group. One day before Session 2 students were assessed by 5 MCQs using an online quiz. Session 2 was conducted 5 days later during a 2 hour tutorial slot as a Fishbowl Session. Afterwards, the post-discussion assessment questionnaire was distributed to students and perception analysis questionnaire was distributed to the students and faculty. Results: An overwhelming majority of the students [84%] have found SDL as a more interesting and enthusiastic way of learning. Majority of students found SDL an enjoyable form of learning that gives ample opportunity to interact with the faculty. Students felt that fish bowl discussion helped them to open up and speak in peer group which certainly boosted their self-esteem and confidence and helped them develop the communication skill. 86% students found that application of clinical knowledge is easier when topic is learned in SDL module. Keywords: Curriculum, Education, Medical, Clinical Competence, Students, Medical.

Prediscussion and Postdiscussion Assessment Scores in a Self-directed learning module implemented in the department of biochemistry: A comparative study

Background: Self-directed learning (SDL) is an important tool for transforming medical students into lifelong learners so that they are competent to identify their learning needs, allocate resources, and evaluate the learning process throughout their career. Recently, the Medical Council of India has introduced SDL as an essential component of the competency-based medical education curriculum and has allocated fixed hours for SDL in all undergraduate MBBS students. Regarding the role of facilitators in SDL program, there are controversial reports and there are even studies which have shown that the role of a facilitator is not important. Aim: The proposed study aimed to assess students' performance before and after discussion in an SDL module in small-group teaching–learning method and compare the performance scores. Methodology: A total of 117 students responded and were included in the study. Batch A had 59 students and Batch B had 58 students. The topic selected for the SDL module was “Heme degradation and Jaundice.” The module was conducted over two contact sessions, Session 1 and Session 2, which were conducted 5 days apart. The prediscussion and postdiscussion assessment questionnaire was also prepared. Session 1 was conducted during a 1-h SDL slot. A gap of 4 days was given to students for doing self-study and to learn the topic. The prediscussion questionnaire consisting of five multiple-choice questions related to the topic was shared with the students a day before the second contact session. Session 2 was conducted during the 2-h tutorial slot (over 2 consecutive days for two batches of the class, Batch A and Batch B, respectively). Fishbowl method of small-group teaching–learning was done followed by postdiscussion questionnaire. Results: The questionnaire was analyzed, and it was observed that the overall mean performance of students improved considerably (78.3%–87.7%) in the questions related to core concept (Q1, Q2, and Q3). Similarly, in the questions related to clinical aspects of the topic, the mean performance of students showed considerable improvement from prediscussion to postdiscussion assessment (86%–93.5%). Conclusion: We conclude that the SDL module should be meticulously planned keeping in mind the topic selected and the availability of infrastructure and workforce. Peer discussion is a very important aspect of the SDL module, and it shows improvement in learning outcomes in an SDL module.

Medication Mathematics Competency and Confidence in Nursing Students

ABSTRACT Confidence and competency with medication mathematics is imperative yet challenging for many in higher education with regard to the nursing profession. The researchers seek to understand if there is there a difference between the course grades of baccalaureate nursing students based upon the instructional methods of fully face-to-face as compared to fully online self-directed mathematic instruction. Grounded in a self-efficacy theoretical framework, self-directed learning (SDL) techniques were explored in this research piece as well as valuable faculty feedback as it relates to the SDL module. The results indicated that students were more successful with SDL or online mathematic instruction, in addition faculty scored the students as more confident in post mathematical education.

Using an Adaptive, Self-Directed Web-Based Learning Module to Enhance Residents' Medical Knowledge Prior to a New Clinical Rotation.

The effect of self-directed adaptive learning on internal medicine residents' knowledge prior to a new clinical rotation is not known. We developed an adaptive, online, self-directed spaced repetition module and determined the effect on medical knowledge acquisition. We randomized postgraduate year 1 internal medicine residents into two groups. The intervention group (n = 27) received an electronic version of the clinical rotation curriculum as portable document format (PDF) files and participated in the online module, delivered via Moodle, a free, open-source learning management system. The non-intervention group (n = 27) only received the PDF files. All residents participated in a medical knowledge test at baseline and 3 months later. Both groups were similar at study baseline in terms of age, trainee type, years since graduation, results at United States Medical Licensing Examination (USMLE) Step 1, 2, In-Training Examination (ITE), and pre-intervention evaluation. There was a statistically significant improvement in scores on the post-intervention medical knowledge assessment for the intervention group when compared with the non-intervention group (24.2 ± 15.4% vs. 8.6 ± 9.9%, p < 0.001). An online, self-directed, adaptive spaced repetition-learning module can offer a simple and effective method to increase the medical knowledge present at the start of residents' clinical rotations.

A Multidisciplinary Self-Directed Learning Module Improves Knowledge of a Quality Improvement Instrument: The HEART Pathway.

We created and tested an educational intervention to support implementation of an institution wide QI project (the HEART Pathway) designed to improve care for patients with acute chest pain. Although online learning modules have been shown effective in imparting knowledge regarding QI projects, it is unknown whether these modules are effective across specialties and healthcare professions. Participants, including nurses, advanced practice clinicians, house staff and attending physicians (N = 486), were enrolled into an online, self-directed learning course exploring the key concepts of the HEART Pathway. The module was completed by 97% of enrollees (469/486) and 90% passed on the first attempt (422/469). Out of 469 learners, 323 completed the pretest, learning module and posttest in the correct order. Mean test scores across learners improved significantly from 74% to 89% from the pretest to the posttest. Following the intervention, the HEART Pathway was used for 88% of patients presenting to our institution with acute chest pain. Our data demonstrate that this online, self-directed learning module can improve knowledge of the HEART Pathway across specialties-paving the way for more efficient and informed care for acute chest pain patients.