Purpose This study aims to determine the impact of helicopter parenting and respectful parenting on medical students’ mindset, grit, self-directedness, and college adjustment.
Methods This study constructed a hypothetical model based on the relationship between helicopter parenting, respectful parenting, mindset, grit, self-directedness, and college adjustment. It set up a structural model to test the fit of the model based on empirical data. The significance of the mediating effects of the paths was tested using multiple mediation analysis.
Results The fit of the initial measurement model did not meet the goodness-of-fit acceptance criteria; therefore, revised models were established. The revised models all showed good fit indices, and the overall path coefficients were significant. Helicopter parenting and respectful parenting are inversely correlated and affect the mindset of medical students, which, in turn, affects their adjustment to college through grit and self-directedness. The results of the multimodal effects of each pathway showed that helicopter parenting negatively affects college adjustment, while respectful parenting has a positive mediating effect on college adjustment.
Conclusion Parenting attitudes have a significant impact on medical students’ mindset, grit, and self-direction, which affects their college adjustment. Parents need to respect their children’s autonomy and independence and avoid excessive interference.
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Purpose This study evaluated the underlying subdomain structure of the Self-Directed Learning Readiness Scale (SDLRS) for medical students and refined the instrument to measure the subdomains to provide evidence for construct validity. Developing self-directed learners is a well-recognized goal amongst medical educators. The SDLRS has been frequently used, however, lack of construct validity makes it difficult to interpret results.
Methods To identify the valid subdomains of the SDLRS, items were calibrated with the graded response model (GRM) and results were used to construct a 30-item short form. Short-form validity was evaluated by examining the correspondence between the total scores from the short form and the original instrument for individual students.
Results A five-subdomain model explained the SDLRS item response data reasonably well. These included: (1) initiative and independence in learning, (2) self-concept as an effective learner, (3) openness to learning opportunity, (4) love of learning, and (5) acceptance for one’s own learning. The unidimensional GRM for each subdomain fits the data better than multi-dimensional models. The total scores from the refined short form and the original form were correlated at 0.98 and the mean difference was 1.33, providing evidence for validation. Nearly 91% of 179 respondents were accurately classified within the low, average, and high readiness groups.
Conclusion Sufficient evidence was obtained for the validity and reliability of the refined 30-item short-form targeting five subdomains to measure medical students’ readiness to engage in self-directed learning.
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Purpose This study investigated students’ perceptions of non-face-to-face theory classes and face-to-face laboratory classes conducted in anatomy courses at medical schools during the coronavirus disease 2019 pandemic.
Methods This study utilized a questionnaire to assess self-reported academic achievement level, satisfaction with non-face-to-face theory classes, satisfaction with face-to-face laboratory classes, and self-directed learning level, and conducted difference verification and regression analysis for 51 students who took anatomy courses from the fall semester of 2020 to the spring semester of 2021.
Results The group with a high self-reported academic achievement level was more satisfied with the non-face-to-face theory classes than the group with a low self-reported academic achievement level. The group with a high self-reported academic achievement level had a higher self-directed learning level than the group with a low self-reported academic achievement level. In addition, it was found that the higher the self-directed learning level, the higher the satisfaction with non-face-to-face theory classes.
Conclusion These results suggest that to enhance satisfaction with non-face-to-face theory classes in an anatomy course, a favorable class environment that can increase the self-directed learning level is needed. In particular, careful concern is required when designing non-face-to-face classes for students with a low self-reported academic achievement.
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Purpose This study examined medical students’ self-directed learning skills in online learning contexts, and whether there were any differences among the student groups (from pre-medical program year 1 to medical program year 2) amid the coronavirus disease 2019 (COVID-19) pandemic. It also explored the components of self-directed learning skills influencing their perceived learnring performance and satisfaction in online learning contexts.
Methods This study used a cross-sectional survey design and convenience sampling. It was conducted in a Korean medical school, which delivered all courses online because of the COVID-19 pandemic. The self-directed learning skill survey, which included student satisfaction and perceived learning performance items, was disseminated over two weeks through email to the participants. The collected data were analyzed through descriptive statistics, analysis of variance, and multiple regressions.
Results The survey response rate was 70% (140/200). The overall mean of self-directed learning skills was 3.85. Students in medical year 2 showed the highest score (4.15), while students in medical year 1 showed the lowest score (3.69). The learning plan category score (3.74) was the lowest among the three categories. The pre-medical program year 1 students showed the lowest score in the perceived learning performance (3.16), and only the learning plan category impacted student satisfaction (t=2.605, p=0.041) and perceived learning performance (t=3.022, p=0.003).
Conclusion When designing online learning environments, it is imperative to provide features to help students set learning goals and search diverse online learning resources. In addition, it is an effective strategy to provide the students in medical program year 1 with self-directed learning skills training or support for successful online learning.
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PURPOSE The purpose of this study was to investigate the goals, methods and opinions of medical students on self-directed learning (SDL) and to compare the self-assessments with faculty-evaluations. METHODS: The study group included 90 medical students doing their clerkship in the department of Laboratory Medicine, Mokdong Hospital, Ewha Womans University, School of Medicine, Seoul, Korea, from August 2005 to October 2006. Students were asked to review cases, formulate learning goals, implement appropriate learning strategies and present learning outcomes. Students' opinions on SDL were collected. Their self-assessments were compared with the faculty evaluation scores using the same checklist. Three groups were defined according to the faculty scores: scores >12, high; scores 10~12, middle; scores <9, low. RESULTS: SDL was helpful in increasing confidence in students' own learning abilities and in raising interest in the patient-doctor relationship.
Some students had difficulty formulating learning goals on their own. The mean of the self-assessments was significantly higher than that of faculty mean (11.8+/-2.1 vs. 10.9+/-2.3, p=.005). Rater agreement by items was approximately 30%. There was significant interaction between raters and group. Among the 'high' group, 55% under-rated their scores to middle or low levels, whereas 66% of the 'low' group rated themselves higher to high or middle levels. Spearman's correlation coefficient between faculty's and student's scores was r=.219 (p=.038) and 4.4% of the faculty evaluations was predicted by the self-assessment scores. CONCLUSION: These results suggest that SDL is an effective learning tool during clerkship. Since students' scores did not correlate with those of the faculty's, students need to develop appropriate self-assessment skills.
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Assessment of Medical Students in Clinical Clerkships Sang Yeoup Lee, Sun Ju Im, So Jung Yune, Sunyong Baek, Jae Seok Woo Korean Medical Education Review.2013; 15(3): 120. CrossRef
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PURPOSE The purpose of this study was (1) to compare the relationship between multiple choice test (MCT) and problem-based learning (PBL) achievement, and (2) to determine whether self-directed learning readiness (SDLR) factors influenced PBL achievement by SDLR levels in a hybrid PBL course. METHODS: The subjects were 2nd year students (N=113) in a Hematology PBL course at Seoul National University, College of Medicine. For the study analysis, data were collected on PBL, MCT and SDLR scores.
The SDLR instrument developed by West & Bentley consisted of 32 items and 6 factors. The SPSSwin (R) program was used to analyze the data and statistics including correlation, F-test, and multiple regression analysis. RESULTS: Firstly, the results showed a significant relationship between PBL and SDLR scores (r=.583; p<.05). Meanwhile, the relationships between MCT and PBL (r=.145), and between MCT and SDLR scores (r=-.067) were insignificant. Secondly, the PBL score by SDLR levels (high, middle, low) showed a statistically significant difference (F=15.98; p<.05).
Thirdly, it was proved by multiple regression analysis that the SDLR factors and PBL score by SDLR levels could be explained by the following three factors: love of learning (R2=18.8%; high level), self understanding (R2=17.2%; middle level), inquiry to learning (R2=19.0%; low level).
CONCLUSION The results of this study indicated that there was a significant correlation between PBL score and SDLR levels. It showed that the higher the SDLR scores, the more successful one is in independent situations such as PBL.
Further study is needed so that suitable instructional methods for medical students can be conducted in an integrated curriculum.
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