Farah Yoosoof, Fathima Rizka Ihsan, Steven Agius, Neil Coulson, Kate Freeman, Nicola Cooper
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引用次数: 0
摘要
目的本综述旨在从范式的角度探讨健康专业教育中非西方学习者自我调节学习的研究:研究表明,在自我调节学习方面存在着显著的文化差异。然而,以实证主义为主导的研究范式,试图将跨文化人群纳入预先定义的西方自我调节学习概念中,导致了对这些差异的忽视。从批判现实主义范式的角度来看,新出现的证据表明,我们需要可推广的、但对文化敏感的模式。鉴于自我调节学习与在日益多样化的卫生专业环境中取得成功息息相关,实现这一目标的第一步就是系统地了解在此背景下非西方学习者自我调节学习的研究范式:纳入标准:将纳入有关非西方学习者在卫生专业教育中自我调节学习的初步研究。根据研究环境,参与者将包括全球南部的学习者,包括来自日本和韩国的学习者。有关自我调节和自主学习的研究将不包括在内:本综述将按照 JBI 的范围界定综述方法进行。将检索以下数据库:MEDLINE(Ovid)、CINAHL(EBSCOhost)、ASSIA、PsycINFO(Ovid)、ERIC(EBSCOhost)、Web of Science Core Collection、CKNI、Epistemonikos 和 LILACS。灰色文献将在 Google Scholar、ProQuest Dissertations and Theses 和 DART-Europe 中检索。没有日期或语言限制。在两名审稿人对标题和摘要进行独立筛选后,数据将被提取到一个试用的数据提取工具中,并根据需要对该工具进行反复修改。分析后的数据将以图表形式呈现,并附有叙述性摘要。审查项目的详细信息请访问开放科学框架:https://osf.io/gf2ez。
Paradigmatic perspectives of research on the self-regulated learning of non-western learners in health professions education: a scoping review protocol.
Objective: The objective of this review will be to explore the paradigmatic perspectives of research on self-regulated learning in non-western learners in health professions education.
Introduction: Studies show that there are significant cultural differences in self-regulated learning. However, a predominantly positivistic research paradigm, attempting to fit cross-cultural populations into pre-defined western conceptualizations of self-regulated learning, has led to the disregard of these differences. Viewed from a critical realist paradigm, emerging evidence suggests the need for generalizable, yet culturally sensitive models. Given the relevance of self-regulated learning to success in an increasingly diverse health professions setting, the first step towards achieving this is to gain a systematic understanding of the paradigms of research on self-regulated learning in non-western learners in this context.
Inclusion criteria: Primary research on the self-regulated learning of non-western learners in health professions education will be included. Participants will include learners in the Global South, including learners from Japan and South Korea, based on study setting. Studies on self-regulation and self-directed learning will not be included.
Methods: This review will be conducted in accordance with the JBI methodology for scoping reviews. The following databases will be searched: MEDLINE (Ovid), CINAHL (EBSCOhost), ASSIA, PsycINFO (Ovid), ERIC (EBSCOhost), Web of Science Core Collection, CKNI, Epistemonikos, and LILACS. Gray literature will be searched for in Google Scholar, ProQuest Dissertations and Theses, and DART-Europe. There will be no date or language restrictions. Following independent title and abstract screening by 2 reviewers, data will be extracted into a piloted data extraction tool, which will be iteratively revised as needed. Analyzed data will be presented in graphs and tables, accompanied by a narrative summary.
Details of the review project available at open science framework: https://osf.io/gf2ez.