Medical students’ pattern of self-directed learning prior to and during the coronavirus disease 2019 pandemic period and its implications for Free Open Access Meducation within the United Kingdom
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Purpose: Self-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables. Methods: An online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated. Results: The target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001). Conclusion: The use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.
Abstract
Purpose: Self-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables. Methods: An online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated. Results: The target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001). Conclusion: The use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.
참고문헌 (15)
- Cardall S, "Live lecture versus video-recorded lecture: are students voting with their feet?", Acad Med, 83, pp.1174~1178 (2008)[DOI]
- Franklin DS, "Use of lecture recordings in medical education", Med Sci Educ, 21, pp.21~28 (2011)[DOI]
- Taha MH, "Curriculum delivery in medical education during an emergency: a guide based on the responses to the COVID-19 pandemic", MedEdPublish, 9, pp.69~ (2020)[DOI]
- Arandjelovic A, "COVID-19: considerations for medical education during a pandemic", MedEdPublish, 9, pp.87~ (2020)[DOI]
- Nickson CP, "Free Open Access Medical Education(FOAM)for the emergency physician", Emerg Med Australas, 26, pp.76~83 (2014)[DOI]
- Cadogan M, "Free Open Access Meducation(FOAM) : the rise of emergency medicine and critical care blogs and podcasts(2002-2013)", Emerg Med J, 31, pp.e76~e77 (2014)[DOI]
- Burkholder TW, "Free Open Access Medical Education(FOAM)in emergency medicine : the global distribution of users in 2016", West J Emerg Med, 19, pp.600~605 (2018)[DOI]
- Barton J, "Paediatric Free Open Access Meducation(FOAM) : behaviours, trends and implications", Postgrad Med J, 96, pp.245~249 (2020)[DOI]
- Wynter L, "Medical students : what educational resources are they using? BMC Med Educ 2019;19 : 36", BMC Med Educ, 19, pp.36~ (2019)[DOI]
- Kerfoot BP, "Online"spaced education progress-testing"of students to confront two upcoming challenges to medical schools", Acad Med, 86, pp.300~306 (2011)[DOI]
- Lindsey RV, "Improving students’ long-term knowledge retention through personalized review", Psychol Sci, 25, pp.639~647 (2014)[DOI]
- "STROBE statement" (2008)[URL]
- Zhang J, "Student approaches for learning in medicine : what does it tell us about the informal curriculum", BMC Med Educ, 11, pp.87~ (2011)[DOI]
- Cooper AL, "Resource utilisation patterns of third-year medical students", Clin Teach, 8, pp.43~47 (2011)[DOI]
- Judd T, "Selection and use of online learning resources by first-year medical students : cross-sectional study", JMIR Med Educ, 3, pp.e17~ (2017)[DOI]