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Implementation and evaluation of a self-directed learning activity for first-year medical students
Background: It is critical that medical students develop self-directed, life-long learning skills to navigate medical school successfully and to become competent healthcare professionals. Moreover, the Liaison Committee on Medical Education (LCME), the USA medical school accrediting body, requires a...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Taylor & Francis
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7034512/ https://www.ncbi.nlm.nih.gov/pubmed/32009583 http://dx.doi.org/10.1080/10872981.2020.1717780 |
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author | Hill, Molly Peters, Megan Salvaggio, Michelle Vinnedge, Jay Darden, Alix |
author_facet | Hill, Molly Peters, Megan Salvaggio, Michelle Vinnedge, Jay Darden, Alix |
author_sort | Hill, Molly |
collection | PubMed |
description | Background: It is critical that medical students develop self-directed, life-long learning skills to navigate medical school successfully and to become competent healthcare professionals. Moreover, the Liaison Committee on Medical Education (LCME), the USA medical school accrediting body, requires activities designed to help students develop self-directed learning (SDL) skills in the preclinical years. Objective: We evaluated the feasibility and effectiveness of a self-directed learning activity in a 6-week first-year medical student course. Design: The course director assigned infectious disease case studies to teams of first-year medical students who individually assessed their knowledge gaps of the case, identified scholarly sources to fill their knowledge gaps, shared the information with their teammates, and reflected on their ability to guide their own learning. Students were asked to rate workload, team effort, acquisition of new clinical knowledge, and life-long learning skills. Students were also asked to reflect on how this assignment affected their perception of their SDL skills. Descriptive statistics were used to analyze responses to the Likert scale questions. Thematic analysis was applied to the comments. Results: Survey response rate was 80% (131/163). Students strongly or moderately agreed that 1) they spent an appropriate amount of time on the project (94%), 2) the workload was evenly distributed among their teammates (95%), 3) their teammates made significant and timely contributions to the project (97%), 4) the project contributed to learning new clinical knowledge (92%), and 5) the project contributed to the acquisition of life-long learning skills (85%). The analysis team identified four themes from student reflections on their perception of their self-directed learning skills: self-learning skills, collaboration, application, and meta-cognition, Conclusions: Study results demonstrated that we successfully implemented a case-based SDL activity in a first-year medical school course and that students perceived the activity as a valuable learning experience. |
format | Online Article Text |
id | pubmed-7034512 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Taylor & Francis |
record_format | MEDLINE/PubMed |
spelling | pubmed-70345122020-03-03 Implementation and evaluation of a self-directed learning activity for first-year medical students Hill, Molly Peters, Megan Salvaggio, Michelle Vinnedge, Jay Darden, Alix Med Educ Online Article Background: It is critical that medical students develop self-directed, life-long learning skills to navigate medical school successfully and to become competent healthcare professionals. Moreover, the Liaison Committee on Medical Education (LCME), the USA medical school accrediting body, requires activities designed to help students develop self-directed learning (SDL) skills in the preclinical years. Objective: We evaluated the feasibility and effectiveness of a self-directed learning activity in a 6-week first-year medical student course. Design: The course director assigned infectious disease case studies to teams of first-year medical students who individually assessed their knowledge gaps of the case, identified scholarly sources to fill their knowledge gaps, shared the information with their teammates, and reflected on their ability to guide their own learning. Students were asked to rate workload, team effort, acquisition of new clinical knowledge, and life-long learning skills. Students were also asked to reflect on how this assignment affected their perception of their SDL skills. Descriptive statistics were used to analyze responses to the Likert scale questions. Thematic analysis was applied to the comments. Results: Survey response rate was 80% (131/163). Students strongly or moderately agreed that 1) they spent an appropriate amount of time on the project (94%), 2) the workload was evenly distributed among their teammates (95%), 3) their teammates made significant and timely contributions to the project (97%), 4) the project contributed to learning new clinical knowledge (92%), and 5) the project contributed to the acquisition of life-long learning skills (85%). The analysis team identified four themes from student reflections on their perception of their self-directed learning skills: self-learning skills, collaboration, application, and meta-cognition, Conclusions: Study results demonstrated that we successfully implemented a case-based SDL activity in a first-year medical school course and that students perceived the activity as a valuable learning experience. Taylor & Francis 2020-02-03 /pmc/articles/PMC7034512/ /pubmed/32009583 http://dx.doi.org/10.1080/10872981.2020.1717780 Text en © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Article Hill, Molly Peters, Megan Salvaggio, Michelle Vinnedge, Jay Darden, Alix Implementation and evaluation of a self-directed learning activity for first-year medical students |
title | Implementation and evaluation of a self-directed learning activity for first-year medical students |
title_full | Implementation and evaluation of a self-directed learning activity for first-year medical students |
title_fullStr | Implementation and evaluation of a self-directed learning activity for first-year medical students |
title_full_unstemmed | Implementation and evaluation of a self-directed learning activity for first-year medical students |
title_short | Implementation and evaluation of a self-directed learning activity for first-year medical students |
title_sort | implementation and evaluation of a self-directed learning activity for first-year medical students |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7034512/ https://www.ncbi.nlm.nih.gov/pubmed/32009583 http://dx.doi.org/10.1080/10872981.2020.1717780 |
work_keys_str_mv | AT hillmolly implementationandevaluationofaselfdirectedlearningactivityforfirstyearmedicalstudents AT petersmegan implementationandevaluationofaselfdirectedlearningactivityforfirstyearmedicalstudents AT salvaggiomichelle implementationandevaluationofaselfdirectedlearningactivityforfirstyearmedicalstudents AT vinnedgejay implementationandevaluationofaselfdirectedlearningactivityforfirstyearmedicalstudents AT dardenalix implementationandevaluationofaselfdirectedlearningactivityforfirstyearmedicalstudents |