Optimizing the Use of an Online Self-assessment Exam to Promote Self-directed Learning Behaviors in Medical Students
- PDF / 494,634 Bytes
- 5 Pages / 595.276 x 790.866 pts Page_size
- 99 Downloads / 177 Views
SHORT COMMUNICATION
Optimizing the Use of an Online Self-assessment Exam to Promote Self-directed Learning Behaviors in Medical Students Pritha Ghosh 1
&
Jeffrey Jacob 2 & Ellen Goldman 2,3 & Nisha Manikoth 4
# International Association of Medical Science Educators 2019
Abstract Online self-assessment exams (SAEs) can be used to encourage self-directed learning (SDL) in medical education, but their effectiveness depends on how they are incorporated into the curriculum. In this pilot, we applied adult learning principles to the curricular design for implementing an online SAE in the neurology clerkship. We examined student perceptions of the efficacy in promoting SDL behaviors by analyzing survey responses from 76 medical students in the clerkship. Factors in the design and implementation of the SAE that promoted SDL behaviors included fostering autonomy, promoting paced study, broadening content exposure, encouraging self-reflection, and providing content with perceived value. Keywords Medical education . E-learning . Self-assessment . Question bank . Self-directed learning
Background Self-directed learning (SDL) is critical to building lifelong learning skills in physicians [1, 2]. Electronic tools, like online self-assessment exams (SAEs), are increasingly popular in medical education curricula because they offer opportunities for self-direction in the learning process [3–9]. However, a tool is only effective if it is used appropriately. Incorporating online SAEs into medical curricula requires careful application of adult learning principles to effectively encourage SDL behaviors in students and avoid barriers such as lack of participation and low engagement [3, 4]. The purpose of this study was to pilot the use of an online SAE in the neurology
* Pritha Ghosh [email protected] 1
Medical Faculty Associates, Department of Neurology, George Washington University, 2150 Pennsylvania Ave NW, 9th floor, Washington, DC 20037, USA
2
School of Medicine and Health Sciences, George Washington University, 2300 I Street NW, Washington, DC 20052, USA
3
Graduate School of Education and Human Development, George Washington University, 2136 G Street NW, Washington, DC 20052, USA
4
Graduate School of Education and Human Development, George Washington University, 2136 G Street NW, Washington, DC 20052, USA
clerkship with the goal of fostering SDL behaviors, and to assess its effectiveness through a student survey. SDL, often defined as the “basic ability to learn on one’s own” [10], involves more than the autonomous management of learning [11]. Using a collaborative constructivist perspective, Garrison defines SDL as “an approach where learners are motivated to assume personal responsibility and collaborative control of the cognitive … processes in constructing and confirming meaningful and worthwhile learning outcomes” [11], and he identifies three dimensions of SDL—motivation, self-monitoring, and self-management. We used these principles to inform our curriculum redesign for implementing an SAE to encourage SDL
Data Loading...
