使用自我调节的学习微分析来检查在职务实习中的监管过程 学生参与实践问题
Mary A Andrews1, Catherine A Okuliar2, Sean A Whelton2
1Department of Medicine, F. Edward Hébert School of Medicine, Uniformed Services University, Bethesda, Maryland, USA.
Perspectives on medical education
|October 16, 2023
概括
医学学生使用自我调节学习 (SRL) 进行多选择题 (MCQ),但他们对诊断推理的元认知反思是有限的. 提高推理过程的批判性评估可能会提高SRL和医疗教育中的表现.
科学领域:
- 医学教育 医学教育
- 认知心理学 认知心理学
- 在学习中进行评估.
背景情况:
- 自律学习 (SRL) 是教育中的一个关键的元认知过程.
- 在医学教育中,SRL评估一直在使用,但不是专门用于多选题 (MCQ).
- 在MCQ期间了解SRL可以揭示学习障碍,并为教育策略提供信息.
研究的目的:
- 在医学教育中调查MCQ回答过程中自我调节的学习过程.
- 分析学生的战略规划,元认知监测,因果归因和适应性推断.
- 在MCQ中识别预先考虑的策略和实际表现之间的差异.
主要方法:
- 一个微分析协议被用来评估SRL在内科实习生.
- 参与者完成了七个MCQ,他们的答案被转录并编码为SRL组件.
- 该协议的目标是战略规划,元认知监测,因果归因和适应性推断.
主要成果:
- 学生们往往优先考虑预先考虑的基本诊断策略,但在表现过程中参与了更高级的推理 (整合,比较).
- 自我反思主要集中在管理错误和负面的自我评估上,诊断推理的适应有限.
- 很少有学生在错误答案后明确识别或批判性地评估他们的诊断推理过程.
结论:
- 医学学生在MCQ中使用复杂的诊断推理,但往往不知道或无法表达这些过程.
- 在MCQ上进行自我反思往往对能力和管理具有重要意义,可能会影响自我效能.
- 鼓励明确评估诊断推理和归因于可控制因素的干预措施可以提高SRL和MCQ的性能.
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