Kasia Koziol-Dube, Georgine Burke, Francis Dimario
{"title":"医学生儿童神经学自主学习的研究。","authors":"Kasia Koziol-Dube, Georgine Burke, Francis Dimario","doi":"","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Compare medical student preferences and outcomes after engaging two child neurology clinical scenarios with different feedback formats.</p><p><strong>Methods: </strong>After IRB exemption, online case sce- narios were presented with periodic multiple choice questions. Cases provided immediate pro- grammed feedback (IPF), or immediate in-depth programmed feedback (IDPF). Anonymous sur- veys collected datafrom students. Resultswere then tabulated and analyzed.</p><p><strong>Results: </strong>Sixty-five of 240 eligible (27%) second-, third-, and fourth-year medical students partici- pated. 'he modest-depth IPF format was preferred by 83% (54/65) of students. The cases did increase interest in child neurology significantly for second- and fourth-year students (P < .01). Students' scores increased significantly in relation to the number of IDPF links accessed (P < .01). Students who were self-characterized as internally motivated were significantly more likely to access in-depth feedback (P < .008).</p><p><strong>Conclusion: </strong>Self-regulated learning can be developed, as can an interest in child neurology, when scenarios are offered early in medical training.</p>","PeriodicalId":35577,"journal":{"name":"Connecticut Medicine","volume":"80 10","pages":"581-584"},"PeriodicalIF":0.0000,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Study of Self-Regulated Learning of Child Neurology for Medical Students.\",\"authors\":\"Kasia Koziol-Dube, Georgine Burke, Francis Dimario\",\"doi\":\"\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>Compare medical student preferences and outcomes after engaging two child neurology clinical scenarios with different feedback formats.</p><p><strong>Methods: </strong>After IRB exemption, online case sce- narios were presented with periodic multiple choice questions. Cases provided immediate pro- grammed feedback (IPF), or immediate in-depth programmed feedback (IDPF). Anonymous sur- veys collected datafrom students. Resultswere then tabulated and analyzed.</p><p><strong>Results: </strong>Sixty-five of 240 eligible (27%) second-, third-, and fourth-year medical students partici- pated. 'he modest-depth IPF format was preferred by 83% (54/65) of students. The cases did increase interest in child neurology significantly for second- and fourth-year students (P < .01). Students' scores increased significantly in relation to the number of IDPF links accessed (P < .01). Students who were self-characterized as internally motivated were significantly more likely to access in-depth feedback (P < .008).</p><p><strong>Conclusion: </strong>Self-regulated learning can be developed, as can an interest in child neurology, when scenarios are offered early in medical training.</p>\",\"PeriodicalId\":35577,\"journal\":{\"name\":\"Connecticut Medicine\",\"volume\":\"80 10\",\"pages\":\"581-584\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Connecticut Medicine\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Medicine\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Connecticut Medicine","FirstCategoryId":"1085","ListUrlMain":"","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Medicine","Score":null,"Total":0}
A Study of Self-Regulated Learning of Child Neurology for Medical Students.
Objective: Compare medical student preferences and outcomes after engaging two child neurology clinical scenarios with different feedback formats.
Methods: After IRB exemption, online case sce- narios were presented with periodic multiple choice questions. Cases provided immediate pro- grammed feedback (IPF), or immediate in-depth programmed feedback (IDPF). Anonymous sur- veys collected datafrom students. Resultswere then tabulated and analyzed.
Results: Sixty-five of 240 eligible (27%) second-, third-, and fourth-year medical students partici- pated. 'he modest-depth IPF format was preferred by 83% (54/65) of students. The cases did increase interest in child neurology significantly for second- and fourth-year students (P < .01). Students' scores increased significantly in relation to the number of IDPF links accessed (P < .01). Students who were self-characterized as internally motivated were significantly more likely to access in-depth feedback (P < .008).
Conclusion: Self-regulated learning can be developed, as can an interest in child neurology, when scenarios are offered early in medical training.
期刊介绍：
The Connecticut State Medical Society (CSMS) is a federation of eight component county medical associations, with a total membership exceeding 7,000 physicians. CSMS itself is a constituent state entity of the American Medical Association. Founded by the physician-patriots of the American Revolution, the Society operates from a heritage of democratic principles embodied in its Charter and Bylaws. The base of all authority in CSMS is, of course, the individual physician member. It is the decisions of members in their own county associations that ultimately determine the nature of the Society"s policies and activities.
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