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Becoming Lifelong Learners: A Study in Self-Regulated Learning.

Diane E Skinner¹, Cynthia P Saylors, Erna L Boone

¹University of Arkansas for Medical Sciences, 4301 W. Markham #563, Little Rock, AR 72205, USA. Tel 501-686-6510, fax 501-686-6513. CPSaylors@ uams.edu.

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|September 7, 2015

Summary

Educational interventions aimed at enhancing lifelong learning skills in health professions students did not significantly improve self-regulated learning or academic performance. Students found value in the resources, adapting study habits based on perceived needs.

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Area of Science:

Health Professions Education
Educational Psychology

Background:

Lifelong learning is crucial for health professions, yet effective educational strategies for developing these skills are underexplored.
Self-regulated learning (SRL) is a key component of lifelong learning.

Purpose of the Study:

To assess the effectiveness of educational and awareness interventions on self-regulated learning processes and lifelong learning skills in health professions students.
To evaluate the impact of the Learning and Study Skills Inventory (LASSI) and online resources on student learning.

Main Methods:

First-year respiratory care and radiologic imaging sciences students participated in an online course on SRL skills.
Students completed the LASSI pre- and post-intervention and maintained study journals.
Academic performance was measured by course averages and final grades.

Main Results:

The intervention, including the LASSI and online resources, showed no substantial effects on LASSI scores or overall course averages.
Qualitative data revealed students perceived value in the LASSI and online resources, adjusting study skills as needed.

Conclusions:

Current educational interventions may not be sufficient to significantly enhance SRL and lifelong learning skills in health professions students.
Future strategies should integrate SRL into curricula, incorporate faculty role-modeling, and utilize detailed analysis methods.