Professional identity formation-oriented mentoring technique as a method to improve self-regulated learning: A mixed-method study
Professional identity formation-oriented mentoring technique as a method to improve self-regulated learning: A mixed-method study
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DOI：
10.29060/taps.2021-6-4/oa2443
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发表时间：
2021-10-01
影响因子：
--
通讯作者：
van der Vleuten, Cees
中科院分区：
文献类型：
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作者：
Matsuyama, Yasushi;Okazaki, Hitoaki;van der Vleuten, Cees
简介：以往的研究表明，职业认同形成（PIF），即具有内化价值观和专业规范的自我认同的形成，可能会影响自我调节学习（SRL）。然而，目前尚不清楚以 PIF 为导向的干预措施是否可以改善临床教育中的 SRL。本研究的目的是探讨面向 PIF 的指导平台是否可以提高临床见习人员的 SRL。方法：进行了一项混合方法研究。社区临床见习 (CBCC) 的 41 名学生使用了面向 PIF 的指导平台。他们在职业身份论文中阐明了职业精神的价值观和规范，详细阐述了未来的职业自我形象，并反思了当前的自我与未来的自我相比。他们参考基于PIF的自我反思制定了学习计划并完成了。对照组的 41 名学生在没有面向 PIF 的指导平台的情况下完成了 CBCC。使用动机学习策略问卷对两组之间 SRL 的变化进行定量比较。我们通过问卷和访谈数据的定性分析来探讨平台中的 PIF 元素如何影响 SRL。 结果：在 PIF 导向的平台组中观察到内在目标导向有适度改善（p = 0.005，epsilon 2 = 0.096），批判性思维有轻微改善（p = 0.041，epsilon 2 = 0.051）。定性分析显示，以 PIF 为导向的平台培养了职业责任感，将其作为扩大学习目标的关键。获得真实的专业知识培养了批判性思维，学生开始根据专业任务流程阐述知识。结论：面向 PIF 的指导平台帮助学生在临床见习期间提高 SRL。
Introduction: Previous studies indicate that professional identity formation (PIF), the formation of a self-identity with the internalised values and norms of professionalism, may influence self-regulated learning (SRL). However, it remains unclear whether a PIF-oriented intervention can improve SRL in clinical education. The aim of this study was to explore whether a PIForiented mentoring platform improves SRL in a clinical clerkship.Methods: A mixed-methods study was conducted. Forty-one students in a community-based clinical clerkship (CBCC) used a PIF-oriented mentoring platform. They articulated the values and norms of professionalism in a professional identity essay, elaborated on future professional self-image, and reflected on their current compared to future selves. They made a study plan while referring to PIF-based self-reflection and completed it. The control group of 41 students completed CBCC without the PIForiented mentoring platform. Changes in SRL between the two groups were quantitatively compared using the Motivated Strategies for Learning Questionnaire. We explore how PIF elements in the platform affected SRL by qualitative analysis of questionnaire and interview data.Results: A moderate improvement in intrinsic goal orientation (p = 0.005, epsilon 2 = 0.096) and a mild improvement in critical thinking (p = 0.041, epsilon 2 = 0.051) were observed in the PIF-oriented platform group. Qualitative analysis revealed that the PIF-oriented platform fostered professional responsibility as a key to expanding learning goals. Gaining authentic knowledge professionally fostered critical thinking, and students began to elaborate knowledge in line with professional task processes.Conclusion: A PIF-oriented mentoring platform helped students improve SRL during a clinical clerkship.