Presentation Description
Arash Arianpoor1,2
Silas Taylor3, Pin-Hsiang Huang1,4,5 and Boaz Shulruf6
1 Office of Medical Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW, Australia
2 School of Biomedical Sciences, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW, Australia
3 UNSW Sydney
4 Department of Medical Humanities and Education, Institute of Public Health, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
5 Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan
6 Office of Medical Education, UNSW Sydney
Silas Taylor3, Pin-Hsiang Huang1,4,5 and Boaz Shulruf6
1 Office of Medical Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW, Australia
2 School of Biomedical Sciences, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW, Australia
3 UNSW Sydney
4 Department of Medical Humanities and Education, Institute of Public Health, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
5 Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan
6 Office of Medical Education, UNSW Sydney
Abstract
Research Question:
How are self-regulated and self-directed aptitudes of learning abilities promoted?
Thesis Methodology:
Research Question:
How are self-regulated and self-directed aptitudes of learning abilities promoted?
Thesis Methodology:
Phase I: Systematic review and meta-analysis aimed at determining the factors suggested to promote or hinder self-regulated and self-directed aptitudes of learning (SELF-ReDiAL) in health professionals.
Phase II: Development and validation of a tool for assessment of SELF-ReDiAL in health professionals.
Phase III: Determining the association between SELF-ReDiAL and the major factors raised during the meta-analysis.
This project will address the challenges in developing lifelong learning, and by adopting and adapting new educational practices which can promote SELF-ReDiAL in health professionals, aims at improving health professional competencies and enhancing the outcomes of continuing professional development (CPD) programs.
Findings so far:
Based on the preliminary review, SELF-ReDiAL is suggested to be affected by individual attributes of learners (e.g., self-esteem, self-efficacy, satisfaction, stress, coping strategies, and psychological safety), factors related to learners’ interaction with others (such as sense of belongingness, group cohesion, and social-emotional strategies), and learning environments, as well as by non-modifiable factors (such as sex and age).
What is your question(s) for discussion with participants:
How is continuing professional development impacted by SELF-ReDiAL?
How is continuing professional development impacted by SELF-ReDiAL?
SELF-ReDiAL is in synergy with the cyclic CPD actions, which include reflection, planning, learning, and assessing. Therefore, physicians with higher levels of SELF-ReDiAL are anticipated not only to benefit more from formal CPD programs, but also to engage in informal learning opportunities.
How SELF-ReDiAL is associated with assessment for continuing professional development?
It is suggested that assessment of SELF-ReDiAL level prior to initiating a formal CPD program for either an individual or a specific target group will shed light on the required level of support and instruction.
References (maximum three)
Filipe HP, Mack HG, Golnik KC. 2018. Continuing professional development: progress beyond continuing medical education. Ann Eye Sci. 2:46–46. https://doi.org/10.21037/aes.2017.04.01
Jeong D, Presseau J, ElChamaa R, Naumann DN, Mascaro C, Luconi F, Smith KM, Kitto S. 2018. Barriers and facilitators to self-directed learning in continuing professional development for physicians in Canada: A scoping review. Acad Med. 93(8):1245–1254. https://doi.org/10.1097/ACM.0000000000002237
Kostons D, Van Gog T, Paas F. 2012. Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learn Instr. 22(2):121–132. https://doi.org/10.1016/j.learninstruc.2011.08.004