An Equivalence Trial Comparing Instructor-Regulated With Directed Self-Regulated Mastery Learning of Advanced Cardiac Life Support Skills

Devine, Luke; Donkers, Jeroen; Brydges, Ryan; Perelman, Vsevolod; Cavalcanti, Rodrigo B.; Issenberg, S. Barry

doi:10.1097/sih.0000000000000095

Cited by 21 publications

(19 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Even though the literature studying how to support active lifelong learning in vocational training is less abundant than for undergraduate medical education, there is certainly evidence that active educational methods are effective in changing doctors' performance and patients’ health . This is especially well researched regarding more technical and procedural skills such as cardiac life support skills and lumbar punctures in postgraduate simulation training . Besides technical skills, other competencies, such as professionalism, may also benefit from more active self‐regulated learning .…”

Section: Self‐regulated Lifelong Learning In Medical Educationmentioning

confidence: 99%

“…84 This is especially well researched regarding more technical and procedural skills such as cardiac life support skills and lumbar punctures in postgraduate simulation training. [85][86][87][88] Besides technical skills, other competencies, such as professionalism, may also benefit from more active self-regulated learning. 46,89 This is not surprising, as residents or interns learn, similar to medical students in clinical environments, through workrelated activities and through interpretation of experiences and social interaction.…”

Section: Vocational Training Phasementioning

confidence: 99%

See 1 more Smart Citation

Context matters when striving to promote active and lifelong learning in medical education

et al. 2017

View full text Add to dashboard Cite

Where do we stand now? In the 30 years that have passed since The Edinburgh Declaration on Medical Education, we have made tremendous progress in research on fostering ‘self‐directed and independent study’ as propagated in this declaration, of which one prime example is research carried out on problem‐based learning. However, a large portion of medical education happens outside of classrooms, in authentic clinical contexts. Therefore, this article discusses recent developments in research regarding fostering active learning in clinical contexts. Self‐regulated, lifelong learning in medical education Clinical contexts are much more complex and flexible than classrooms, and therefore require a modified approach when fostering active learning. Recent efforts have been increasingly focused on understanding the more complex subject of supporting active learning in clinical contexts. One way of doing this is by using theory regarding self‐regulated learning (SRL), as well as situated learning, workplace affordances, self‐determination theory and achievement goal theory. Combining these different perspectives provides a holistic view of active learning in clinical contexts. Entry to practice, vocational training and continuing professional development Research on SRL in clinical contexts has mostly focused on the undergraduate setting, showing that active learning in clinical contexts requires not only proficiency in metacognition and SRL, but also in reactive, opportunistic learning. These studies have also made us aware of the large influence one's social environment has on SRL, the importance of professional relationships for learners, and the role of identity development in learning in clinical contexts. Additionally, research regarding postgraduate lifelong learning also highlights the importance of learners interacting about learning in clinical contexts, as well as the difficulties that clinical contexts may pose for lifelong learning. However, stimulating self‐regulated learning in undergraduate medical education may also make postgraduate lifelong learning easier for learners in clinical contexts.

show abstract

Section: Self‐regulated Lifelong Learning In Medical Educationmentioning

confidence: 99%

Section: Vocational Training Phasementioning

confidence: 99%

Context matters when striving to promote active and lifelong learning in medical education

et al. 2017

View full text Add to dashboard Cite

show abstract

“…by requiring students to reflect on issues such as knowing when to ask for assistance and recognising when their knowledge and skills fail). Once effective cue prompts are defined such instruction could also be implemented through tutor‐independent materials promoting self‐regulated learning . Feedback on cue use is essential to steer students towards using predictive cues instead of the often more intuitively appealing non‐predictive cues.…”

Section: Application Of Cue Diagnosticity and Cue Utilisation In Medimentioning

confidence: 99%

“…Once effective cue prompts are defined such instruction could also be implemented through tutor-independent materials promoting self-regulated learning. 39 Feedback on cue use is essential to steer students towards using predictive cues instead of the often more intuitively appealing non-predictive cues. It would be useful to design studies that allow distinctions to be made between cue diagnosticity and cue utilisation 19 so as to optimally tailor instruction.…”

Section: Clinical Reasoningmentioning

confidence: 99%

Monitoring and regulation of learning in medical education: the need for predictive cues

2017

View full text Add to dashboard Cite

ContextBeing able to accurately monitor learning activities is a key element in self‐regulated learning in all settings, including medical schools. Yet students’ ability to monitor their progress is often limited, leading to inefficient use of study time. Interventions that improve the accuracy of students’ monitoring can optimise self‐regulated learning, leading to higher achievement. This paper reviews findings from cognitive psychology and explores potential applications in medical education, as well as areas for future research.Cognitive PsychologyEffective monitoring depends on students’ ability to generate information (‘cues’) that accurately reflects their knowledge and skills. The ability of these ‘cues’ to predict achievement is referred to as ‘cue diagnosticity’. Interventions that improve the ability of students to elicit predictive cues typically fall into two categories: (i) self‐generation of cues and (ii) generation of cues that is delayed after self‐study. Providing feedback and support is useful when cues are predictive but may be too complex to be readily used.Application to Medical EducationLimited evidence exists about interventions to improve the accuracy of self‐monitoring among medical students or trainees. Developing interventions that foster use of predictive cues can enhance the accuracy of self‐monitoring, thereby improving self‐study and clinical reasoning. First, insight should be gained into the characteristics of predictive cues used by medical students and trainees. Next, predictive cue prompts should be designed and tested to improve monitoring and regulation of learning. Finally, the use of predictive cues should be explored in relation to teaching and learning clinical reasoning.ConclusionsImproving self‐regulated learning is important to help medical students and trainees efficiently acquire knowledge and skills necessary for clinical practice. Interventions that help students generate and use predictive cues hold the promise of improved self‐regulated learning and achievement. This framework is applicable to learning in several areas, including the development of clinical reasoning.

show abstract

“…A key feature for success in SRL is deliberate planning of activities to support individual progress rather than merely “learning alone.” In our study, both scenarios lent themselves to the use of a performance checklist for assessment. Similarly, proper scaffolding of self‐guided mastery learning has demonstrated educational outcomes equivalent to instructor led mastery‐learning interventions for ACLS training of internal medicine residents with lower associated costs …”

Section: Discussionmentioning

confidence: 99%

The Equivalence of Video Self‐review Versus Debriefing After Simulation: Can Faculty Resources Be Reallocated?

Tudor

Podolej

Willemsen‐Dunlap

et al. 2019

AEM Education and Training

View full text Add to dashboard Cite

Introduction: Traditional simulation debriefing is both time-and resource-intensive. Shifting the degree of primary learning responsibility from the faculty to the learner through self-guided learning has received greater attention as a means of reducing this resource intensity. The aim of the study was to determine if video-assisted self-debriefing, as a form of self-guided learning, would have equivalent learning outcomes compared to standard debriefing.Methods: This randomized cohort study consisting of 49 PGY-1 to -3 emergency medicine residents compared performance after video self-assessment utilizing an observer checklist versus standard debriefing for simulated emergency department procedural sedation (EDPS). The primary outcome measure was performance on the second EDPS scenario.Results: Independent-samples t-test found that both control (standard debrief) and intervention (video selfassessment) groups demonstrated significantly increased scores on Scenario 2 (standard-t(40) = 2.20, p < 0.05; video-t(45) = 3.88, p < 0.05). There was a large and significant positive correlation between faculty and resident self-evaluation (r = 0.70, p < 0.05). There was no significant difference between faculty and residents selfassessment mean scores (t(24) = 1.90, p = 0.07). Conclusions:Residents receiving feedback on their performance via video-assisted self-debriefing improved their performance in simulated EDPS to the same degree as with standard faculty debriefing. Video-assisted selfdebriefing is a promising avenue for leveraging the benefits of simulation-based training with reduced resource requirements. P rocedural sedation is a core competency for the practice of emergency medicine comprising a specific competency milestone in the Accreditation for Graduate Medical Education Next Accreditation System. 1 Despite advances in technology such as end-tidal CO 2 monitoring, the safety profiles of commonly used From the

show abstract

An Equivalence Trial Comparing Instructor-Regulated With Directed Self-Regulated Mastery Learning of Advanced Cardiac Life Support Skills

Abstract: Using a simulation-based mastery learning model, we observed equivalence in learning of ACLS skills for the DSRL and IRL conditions, whereas DSRL was more cost effective.

Cited by 21 publications

References 29 publications

Context matters when striving to promote active and lifelong learning in medical education

Context matters when striving to promote active and lifelong learning in medical education

Monitoring and regulation of learning in medical education: the need for predictive cues

The Equivalence of Video Self‐review Versus Debriefing After Simulation: Can Faculty Resources Be Reallocated?

Contact Info

Product

Resources

About