Yasushi Matsuyama1, Motoyuki Nakaya2, Jimmie Leppink3, Cees van der Vleuten4, Yoshikazu Asada5, Adam Jon Lebowitz6, Teppei Sasahara7, Yu Yamamoto8, Masami Matsumura8, Akira Gomi9, Shizukiyo Ishikawa10, Hitoaki Okazaki10. 1. Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi, Japan. yasushim@jichi.ac.jp. 2. The department of Psychology and Human Developmental Sciences, Nagoya University, Furo-cho, Chikusa-ku, Nagoya, Japan. 3. Hull York Medical School, University of York, Heslington, York, UK. 4. Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, 6200 MD, Maastricht, The Netherlands. 5. Center for Information, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi, Japan. 6. Department of General Education, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi, Japan. 7. Department of Infection and Immunity, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi, Japan. 8. Division of General Medicine, Center for Community Medicine, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi, Japan. 9. Department of Pediatric Neurosurgery, Jichi Children's Medical Center Tochigi, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi, Japan. 10. Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi, Japan.
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 (R2 = 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.
RCT Entities:
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 (R2 = 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.
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