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Supporting Self-Directed Learning: Development of a Faculty Evaluation Scale.

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  • 1Quantitative and Mixed Methods Research Methodologies, Educational Studies, University of Cincinnati, Cincinnati, Ohio, USA.

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Summary
This summary is machine-generated.

This study developed the Recognition of Learning-Oriented Teaching Strategies (RoLOTS) instrument to assess medical faculty

Keywords:
Self-directed learningcourse evaluationfaculty evaluationprocess- and learning-oriented strategiesscale development in Item Response Theory framework

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Area of Science:

  • Medical Education
  • Pedagogy
  • Self-Directed Learning

Background:

  • Medical students require self-directed learning (SDL) skills for lifelong physician success.
  • Existing instruments measure student SDL attributes, but not faculty pedagogical knowledge.
  • A validated instrument is needed to assess faculty familiarity with promoting student SDL.

Purpose of the Study:

  • To develop and validate an instrument assessing medical education faculty's ability to support student self-regulated learning.
  • To create a tool for identifying faculty professional development needs in SDL pedagogy.

Main Methods:

  • Developed a 45-item bank, evaluated by 20 experts for content validity.
  • Utilized Item Response Theory (IRT) for item selection and validation, including 2-parameter logistic (2PL) models.
  • Assessed unidimensionality, reliability, and Differential Item Functioning (DIF) across subdomains.

Main Results:

  • The final Recognition of Learning-Oriented Teaching Strategies (RoLOTS) instrument has 20 items across four subdomains.
  • The RoLOTS demonstrated strong construct validity and reliability for all domains.
  • No significant DIF was found for student-educator or gender groups.

Conclusions:

  • The RoLOTS instrument effectively assesses faculty familiarity with pedagogical strategies for medical student SDL.
  • This tool can guide targeted professional development for medical educators.
  • Further validation studies are recommended for diverse learner groups.