放弃控制权的意思是什么? 监督者共同调节可能会在基于模拟的培训期间破坏学生的自我调节学习
Gianni R Lorello1,2,3,4, Kathryn Hodwitz5, S Barry Issenberg6
1Department of Anesthesiology and Pain Medicine, University of Toronto, Toronto, ON, Canada.
概括
医学实习生学习心脏听力技能显示,无论使用自我调节学习 (SRL) 还是协同调节学习 (Co-RL),他们都表现出类似的获取和保留. 然而,Co-RL可能会阻碍一些学员未来的学习准备.
科学领域:
- 医学教育 医学教育
- 学习科学 学习科学
- 基于模拟的培训
背景情况:
- 医疗学员在不确定时经常与主管一起使用共同调节的学习 (Co-RL).
- 自主调节学习 (SRL) 策略可能在自我调节和共同调节的学习环境之间有所不同.
研究的目的:
- 为了比较SRL和Co-RL对心脏听觉技能的获取,保留和准备未来学习 (PFL) 的影响.
- 调查学习策略和感知控制如何影响基于模拟的培训中的结果.
主要方法:
- 一个双臂,前性,非劣势性试验随机分配了32名医学学生到SRL或Co-RL条件.
- 参与者在两个会议中练习诊断模拟的心脏声,评估诊断准确性和学习痕迹数据.
- 进行了半结构面试,以探索学员的学习策略和感知.
主要成果:
- 在测试后立即和保持心脏听觉技能方面,SRL结果与Co-RL不逊色.
- 准备未来学习 (PFL) 评估结果是不确定的.
- 采访揭示了学习支持的感知效用,SRL策略和对学习的控制等主题,Co-RL有时会干扰未来的SRL.
结论:
- 在基于模拟的培训中,自我调节学习 (SRL) 和共同调节学习 (Co-RL) 在技能获取和保持方面表现出相似的有效性.
- Co-RL可能并不总是有利于为未来的学习做好准备,可能是由于学员放弃了控制.
- 有效的Co-RL可能需要监督员和实习生之间共同的问责制和共同的心理模型的开发,特别是在临时培训环境中.
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