Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

Autor: Yasushi Matsuyama, Motoyuki Nakaya, Jimmie Leppink, Cees van der Vleuten, Yoshikazu Asada, Adam Jon Lebowitz, Teppei Sasahara, Yu Yamamoto, Masami Matsumura, Akira Gomi, Shizukiyo Ishikawa, Hitoaki Okazaki
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Zdroj: BMC Medical Education, Vol 21, Iss 1, Pp 1-10 (2021)
Druh dokumentu: article
ISSN: 1472-6920
DOI: 10.1186/s12909-020-02460-3
Popis: Abstract Background Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum. Methods A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire. Results Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R 2 = 0.069), regardless of timing of intervention. Conclusions Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.
Databáze: Directory of Open Access Journals
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