Developing a Microanalytic Self-regulated Learning Assessment Protocol for Biomedical Science Learning

AUTHORS

Ladan Fata 1 , * , Roghayeh Gandomkar 2 , Azim Mirzazadeh 3 , Mohammad Jalili 4 , Gholamreza Hassanzadeh 5 , Kamran Yazdani 6 , John Sandars 7

AUTHORS INFORMATION

1 Ph.D. in Clinical Psychology, Assistant Professor, Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran, Andorra

2 Ph.D. in Medical Education, Assistant Professor, Medical Education and Development Center, Tehran University of Medical Sciences, Tehran, Iran, Andorra

3 Specialist in Internal Medicine, Associate Professor, Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran, Andorra

4 Specialist in Emergency Medicine, Professor, Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran, Andorra

5 Ph.D. in Anatomy, Professor, Department of Anatomy, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran, Andorra

6 Ph.D. in Epidemiology, Assistant Professor, Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran, Andorra

7 M.D., Professor, Department of Medical Education, School of Medicine, University of Sheffield, Sheffield, England, Andorra

ARTICLE INFORMATION

Strides in Development of Medical Education: 13 (5); e57516
Published Online: December 22, 2016
Article Type: Research Article
Received: July 04, 2017
Accepted: October 15, 2016

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Abstract

Background & Objective: Self-regulated learning (SRL) is highly task and context dependent. Microanalytic assessment method measures students’ SRL processes while performing a particular learning task. The present study aimed to design a microanalytic SRL assessment protocol for biomedical science learning.

Methods: This mixed method study was conducted in Tehran University of Medical Sciences, Iran, in 2013. The data collection tool was a microanalytic SRL assessment protocol that was designed based on the literature review, expert opinion, and cognitive interview with medical students, and then, piloted. The participants consisted of 13 second year medical students. The subjects were interviewed while conducting a biomedical science learning task. Interviews were recorded, transcribed and coded based on a predetermined coding framework. Descriptive statistics were used to analyze the data.

Results: The microanalytic SRL assessment protocol was developed in three parts; interview guide, coding framework, and biomedical science learning task. An interview guide was designed consisting of 6 open-ended questions aimed at assessing 5 SRL sub-processes of goal setting, strategic planning, meta-cognitive monitoring, causal attribution, and adaptive inferences and a close-ended question regarding self-efficacy. Based on the pilot study, most participants reported task-specific and task-general processes for the sub-processes of strategic planning (92%), meta-cognitive monitoring (77%), causal attribution (85%), and adaptive inferences (92%).

Conclusion: The developed protocol could capture the fine-grained nature of the self-regulatory sub-processes of medical students for biomedical science learning. Therefore, it has the potential application of modifying SRL processes in early years of medical school.

Keywords

Self-regulated learning Microanalytic assessment method Biomedical science learning

© 2016, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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