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Sample records for self-assessment self-directed learning

  1. Student Self-Assessment of Operative Dentistry Experiences: A Time-Dependent Exercise in Self-Directed Learning.

    Science.gov (United States)

    Metz, Michael J; Durski, Marcelo T; O'Malley DeGaris, Megan; Daugherty, Timothy C; Vaught, Randall L; Cornelius, Celine Joyce; Mayfield, Theresa G

    2017-05-01

    The aim of this study was to evaluate the process of student self-assessment on operative dentistry skills across four years at the University of Louisville School of Dentistry. First, a retrospective analysis of the Class of 2016 students' self-assessment and faculty assessment grade sheets was conducted to determine mean differences and correlations across time. Both preclinical (D2: n=120) and clinical (D3: n=120; D4: n=120) grade sheets were evaluated. Second, 25 students from each of the D1, D2, D3, and D4 classes in 2016 were asked to evaluate dentoform work, and 25 operative calibrated faculty members graded the same two dentoforms. The results of the retrospective analysis were that the D2 students' self-assessment scores were significantly higher than the faculty scores (t-test; pself-assessment scores were also significantly higher than the faculty scores (t-test; pself-assessment scores were not significantly different from the faculty scores (t-test; p>0.05), and there was a positive correlation (r=0.408). In the prospective analysis, the D1, D2, and D3 students graded the dentoforms significantly higher (ANOVA; pself-assessment is a learned process through experiential and continual encounters across time. The summative goal for all dental schools is to provide students with the skills and knowledge to critically evaluate their work for self-directed learning.

  2. Self-Directed Learning with Feedback

    Science.gov (United States)

    Choi, Youngeun; Anderson, William

    2016-01-01

    This article describes a weekly writing assignment named SelFeed (Self-Directed Learning with Feedback), in which students are asked to identify their own questions relevant to the lecture content and provide logical answers.

  3. Physician Self-directed Learning and Education

    Directory of Open Access Journals (Sweden)

    Masami Tagawa

    2008-07-01

    Full Text Available Physicians are expected to be life-long learners because updated and effective patient care should be provided while medical and clinical knowledge and skills and social requirements for patient care are rapidly changing. Also, qualified clinical competence needs long periods of training and each physician has to continually learn as long as he/she works as a professional. Self-directed learning is an important factor in adult learning. Medical students' readiness for self-directed learning is not high, and should be improved by medical school and postgraduate training curricula. Garrison proposed a comprehensive model of self-directed learning, and it has dimensions of motivation (entering and task, self-monitoring (responsibility, and self-management (responsibility. To teach individual self-directed learning competencies, the following are important: (1 situate learners to experience “real” problems; (2 encourage learners to reflect on their own performance; (3 create an educational atmosphere in clinical training situations. In 2005, a 2-year mandatory residency program was implemented in Japan, and fewer medical school graduates took residency programs in medical school hospitals and advanced specialty programs provided by medical school departments. Medical school departments provide traditional, but life-long clinical training opportunities. Under the new residency program, an additional postgraduate and continuing medical training system has to be built up to maintain and confirm a physician's competencies. If physicians do clinical work using a scholarly way of thinking with critical analysis of their own competencies and improvement by reflection, they will become an excellent life-long learner.

  4. Feasibility of self-directed learning in clerkships

    DEFF Research Database (Denmark)

    Tolsgaard, M G; Arendrup, H; Pedersen, P

    2013-01-01

    Self-directed learning has been well described in preclinical settings. However, studies report conflicting results when self-directed initiatives are implemented in clinical clerkships.......Self-directed learning has been well described in preclinical settings. However, studies report conflicting results when self-directed initiatives are implemented in clinical clerkships....

  5. e-Portfolios Enhancing Students' Self-Directed Learning: A Systematic Review of Influencing Factors

    Science.gov (United States)

    Beckers, Jorrick; Dolmans, Diana; Van Merriënboer, Jeroen

    2016-01-01

    e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet…

  6. Self-Directed Learning: A Tool for Lifelong Learning

    Science.gov (United States)

    Boyer, Stefanie L.; Edmondson, Diane R.; Artis, Andrew B.; Fleming, David

    2014-01-01

    A meta-analytic review of self-directed learning (SDL) research over 30 years, five countries, and across multiple academic disciplines is used to explore its relationships with five key nomologically related constructs for effective workplace learning. The meta-analysis revealed positive relationships between SDL and internal locus of control,…

  7. Interactive Multimedia Instruction for Training Self-Directed Learning Techniques

    Science.gov (United States)

    2016-06-01

    feedback and input on the content, format, and pedagogical approach of the lesson. This survey could be e-mailed to the principal ARI researcher for...peers in self-directed learning. Some examples of the metaphorical relationships and common examples woven into this IMI are identified in Table 1...20 Table 1 Metaphorical Relationships and Illustrations Used in Self-Directed Learning Training Military or Common Example Self-Directed

  8. External Factors, Internal Factors and Self-Directed Learning Readiness

    Science.gov (United States)

    Ramli, Nurjannah; Muljono, Pudji; Afendi, Farit M.

    2018-01-01

    There are many factors which affect the level of self-directed learning readiness. This study aims to investigate the relationship between external factors, internal factors and self-directed learning readiness. This study was carried out by using a census method for fourth year students of medical program of Tadulako University. Data were…

  9. Evaluating Self-directed Learning Skills in SALC Modules

    Directory of Open Access Journals (Sweden)

    Junko Noguchi

    2014-06-01

    Full Text Available This article is one of the last contributions to the column which followed the self-directed learning curriculum renewal project being conducted at Kanda University of International Studies in Japan. Junko Noguchi unpacks the complicated issue of assessing self-directed learning.

  10. Development of the Self-Directed Learning Skills Scale

    Science.gov (United States)

    Ayyildiz, Yildizay; Tarhan, Leman

    2015-01-01

    The purpose of this study was to develop a valid and reliable scale for assessing high school students' self-directed learning skills. Based on a literature review and data obtained from similar instruments, all skills related to self-directed learning were identified. Next, an item pool was prepared and administered to 255 students from various…

  11. [Factors associated with self-directed learning among medical students].

    Science.gov (United States)

    Spormann R, Camila; Pérez V, Cristhian; Fasce H, Eduardo; Ortega B, Javiera; Bastías V, Nancy; Bustamante D, Carolina; Ibáñez G, Pilar

    2015-03-01

    Self-directed learning is a skill that must be taught and evaluated in future physicians. To analyze the association between self-directed learning, self-esteem, self-efficacy, time management and academic commitment among medical students. The self-directed learning, Rosemberg self-esteem, general self- efficacy, time management and Utrecht work engagement scales were applied to 297 first year medical students. A multiple regression analysis showed a significant association between self-efficacy, time management and academic commitment with self-directed learning. Self-esteem and satisfaction with studies did not enter in the model. self-esteem, academic commitment and a good time management were associated with self-directed learning in these students.

  12. Designing on-demand education for simultaneous development of domain-specific and self-directed learning skills

    NARCIS (Netherlands)

    Taminiau, E.M.C.; Kester, L.; Corbalan Perez, G.; Spector, J.M.; Kirschner, P.A.; Merriënboer, J.J.G. van

    2015-01-01

    On-demand education enables individual learners to choose their learning pathways according to their own learning needs. They must use self-directed learning (SDL) skills involving self-assessment and task selection to determine appropriate pathways for learning. Learners who lack these skills must

  13. Designing on-demand education for simultaneous development of domain-specific and self-directed learning skills

    NARCIS (Netherlands)

    Taminiau, Bettine; Kester, Liesbeth; Corbalan, Gemma; Spector, J. Michael; Kirschner, Paul A.; Van Merriënboer, Jeroen

    2016-01-01

    On-demand education enables individual learners to choose their learning pathways according to their own learning needs. They must use self-directed learning (SDL) skills involving self-assessment and task selection to determine appropriate pathways for learning. Learners who lack these skills must

  14. Iranian Clinical Nurses' Readiness for Self-Directed Learning.

    Science.gov (United States)

    Malekian, Morteza; Ghiyasvandian, Sharzad; Cheraghi, Mohammad Ali; Hassanzadeh, Akbar

    2015-05-17

    Clinical nurses are in need of being able to adapt to the ever-changing environment of clinical settings. The prerequisite for their successful adaptation is to be lifelong learners. An approach for making nurses lifelong learners is self-directed learning. This study was undertaken to evaluate a group of Iranian clinical nurses' readiness for self-directed learning and its relationship with some of their personal characteristics. This cross-sectional descriptive study was conducted in 2014. A random sample of 314 nurses working in three hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran, was recruited to complete the Fisher's Self-directed Learning Readiness Scale. In total, 279 nurses filled the scale completely. The mean of their readiness for self-directed learning was 162.50±14.11 (120-196). The correlation of self-directed learning readiness with age, gender, marital status, and university degree was not statistically significant. Most nurses had great readiness for self-directed learning. Accordingly, nursing policy-makers need to develop strategies for promoting their self-directed learning. Moreover, innovative teaching methods such as problem solving and problem-based learning should be employed to prepare nurses for effectively managing the complexities of their ever-changing work environment.

  15. SELF-DIRECTED LEARNING, TEAMWORK, HOLISTIC VIEW AND ORAL HEALTH.

    Science.gov (United States)

    Leisnert, Leif

    2014-01-01

    The dental program at the Malmö Dental School, the so called Malmö-model, is guided by four linked principles: self-directed learning, teamwork, a holistic view of patient care, and oral health (Fig.1). Self-assessment ability is a critical competence for healthcare professionals, necessary for the successful adaptation to the modern life-long learning environment. Educational research seems to point out two critical factors for the development of such skills, continuous practice of self-assessment and constructive feedback. The first study presented in this thesis assessed students' self-assessment ability by means of the Interactive Examination in a cohort of senior dental students, who had gone through an identical assessment procedure during their second year of studies. The results indicated that self-assessment ability was not directly relevant to subject knowledge. Upon graduation, there were a number of students (10%) with significant self-assessment difficulties. Early detection of students with weak self-assessment abilities appears possible to achieve. The aim of the second study, concerning teamwork and holistic view, was to investigate if highlighting teamwork between dental and dental hygienist students could improve the students' holistic view on patients, as well as their knowledge of, and insight into, each other's future professions. This project showed that by initiating teamwork between dental and dental hygienist students, it was possible to increase students' knowledge on dental hygienists competence, develop students' perceived holistic view on patients, and prepare students for teamwork. The third study explored findings clinicians used when diagnosing chronic periodontitis. A questionnaire was distributed to students, dental teachers and clinical supervisors in the Public Dental Services. Within all categories of clinicians, the majority of the clinicians used deepened pocket, bone loss on x-rays, and bleeding as findings. There were

  16. Personal Learning Environments: A Solution for Self-Directed Learners

    Science.gov (United States)

    Haworth, Ryan

    2016-01-01

    In this paper I discuss "personal learning environments" and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation…

  17. Web Interface Design Principles for Adults' Self-Directed Learning

    Science.gov (United States)

    Firat, Mehmet; Sakar, A. Nurhan; Kabakci Yurdakul, Isil

    2016-01-01

    One of the most important features which e-learning tools and environments must possess within the scope of lifelong learning is self-directed learning, which can be considered as a form of self-learning. The aim of this study was to determine, based on the views and recommendations of experts, interface design principles for the development of…

  18. Web Interface Design Principles for Adults’ Self-Directed Learning

    Directory of Open Access Journals (Sweden)

    Mehmet FIRAT

    2016-10-01

    Full Text Available One of the most important features which e-learning tools and environments must possess within the scope of lifelong learning is self-directed learning, which can be considered as a form of self-learning. The aim of this study was to determine, based on the views and recommendations of experts, interface design principles for the development of educational web interfaces that will support the self-directed learning of adults. This descriptive study was conducted with the contribution of 12 academicians specializing in interface design and self-directed learning. Within the scope of the study, new interfaces features were identified based on an evaluation of the literature on interface designs for self-directed learning, and the views of subject experts. Based on the study results, it was determined that interface designs supporting self-directed learning must possess five basic features, which include being user-directed, ensuring variety, being supported by learning analytics, being motivational, and being sharing-oriented.

  19. Peer/Self Assessment and Student Learning

    Science.gov (United States)

    Ndoye, Abdou

    2017-01-01

    Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

  20. Self-directed learning: Philosophy and implementation

    Science.gov (United States)

    Silverman, M. P.

    1996-10-01

    An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognised as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalised; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena; (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and verbal language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.

  1. Ontwerpen van onderwijs om ‘self-directed learning’ te stimuleren [Desiging instruction to foster self-directed learning

    NARCIS (Netherlands)

    Brand-Gruwel, Saskia

    2010-01-01

    Brand-Gruwel, S. (2010, March). Ontwerpen van onderwijs om ‘self-directed learning’ te stimuleren [Desiging instruction to foster self-directed learning]. Key-note presented at the 3th 4C/ID-conference, Utrecht, The Netherlands.

  2. [Relationship between self-directed learning with learning styles and strategies in medical students].

    Science.gov (United States)

    Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

    2014-11-01

    Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

  3. Motivational Factors in Self-Directed Informal Learning from Online Learning Resources

    Science.gov (United States)

    Song, Donggil; Bonk, Curtis J.

    2016-01-01

    Learning is becoming more self-directed and informal with the support of emerging technologies. A variety of online resources have promoted informal learning by allowing people to learn on demand and just when needed. It is significant to understand self-directed informal learners' motivational aspects, their learning goals, obstacles, and…

  4. Analysis of Self-Directed Learning upon Student of Mathematics Education Study Program

    Science.gov (United States)

    Kleden, Maria Agustina

    2015-01-01

    Various studies have rendered self-directed learning disposition to be significant in the learning of mathematics, however several previous studies have pointed the level of self-directed learning disposition to be at a low point. This research is aimed to enhance self-directed learning through implementing a metacognitive strategy in learning…

  5. Relationship between self-directed learning with learning styles and strategies in medical students

    OpenAIRE

    Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

    2014-01-01

    Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and Methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direc...

  6. Self-Directed Digital Learning: When Do Dental Students Study?

    Science.gov (United States)

    Jackson, Tate H; Zhong, James; Phillips, Ceib; Koroluk, Lorne D

    2018-04-01

    The Growth and Development (G&D) curriculum at the University of North Carolina at Chapel Hill School of Dentistry uses self-directed web-based learning modules in the place of lectures and includes scheduled self-study times during the 8 am-5 pm school hours. The aim of this study was to use direct observation to evaluate dental students' access patterns with the self-directed, web-based learning modules in relation to planned self-study time allocated across the curriculum, proximity to course examinations, and course performance. Module access for all 80 students in the DDS Class of 2014 was recorded for date and time across the four G&D courses. Module access data were used to determine likelihood of usage during scheduled time and frequency of usage in three timeframes: >7, 3 to 7, and 0 to 2 days before the final exam. The results showed a statistically significant difference in the likelihood of module access during scheduled time across the curriculum (pstudents, 64% accessed modules at least once during scheduled time in G&D1, but only 10%, 19%, and 18% in G&D2, G&D3, and G&D4, respectively. For all courses, the proportion of module accesses was significantly higher 0-2 days before an exam compared to the other two timeframes. Module access also differed significantly within each timeframe across all four courses (pstudents rarely accessed learning modules during syllabus-budgeted self-study time and accessed modules more frequently as course exams approached.

  7. [Motivation and self-directed learning among medical students].

    Science.gov (United States)

    Fasce H, Eduardo; Ortega B, Javiera; Ibáñez G, Pilar; Márquez U, Carolina; Pérez V, Cristhian; Bustamante D, Carolina; Ortiz M, Liliana; Matus B, Olga; Bastías V, Nancy; Espinoza P, Camila

    2016-05-01

    Motivation is an essential aspect in the training process of medical students. The association that motivation can have with learning self-regulation is of utmost importance for the design of curriculum, teaching methods and evaluation. To describe the motivational aspects of self-directed learning among medical students from a traditional Chilean University. A qualitative, descriptive study based on grounded theory of Strauss and Corbin. Twenty 4th and 5th year medical students were selected using a maximum variation sampling technique. After obtaining an informed consent, semi-structured interviews and field notes were carried out. Data were analyzed to the level of open coding through Atlas-ti 7.5.2. From the student point of view, personal motivational aspects are linked to the search for information, constant updating, the perception of the physician-patient relationship and interest in subject matters. From the scope of teachers, a main issue is related to their ability to motivate students to develop independent study skills. Personal motivational aspects facilitate the development of independent study skills, specifically in the search of information. The role of teachers is crucial in promoting these skills and the perception of medical students from their learning process.

  8. Integrated reactive self-assessment for programmatic learning

    International Nuclear Information System (INIS)

    Corcoran, W.R.

    1996-01-01

    This paper presents a generalized method for using reactive self-assessment. The application is to programmatic learning involving the integration of reactive self-assessment results over a period of time. This paper also presents some of the results of one application of the process. Self-assessment, in general, is the assessment conducted or sponsored by an individual or organization of its own activities for the purpose of detecting improvement opportunities, either of the corrective or the enhancement types. Reactive self-assessment is a self-assessment activity conducted in reaction to a shortfall event. An integrative reactive self-assessment is a self-assessment that integrates a set of reactive self-assessment results. Programmatic learning is increasing the knowledge base in a program area. Self-assessment, in general, and reactive self-assessment, in particular, are required by federal quality requirements. One such program area is nuclear power plant testing, which is also required by federal quality requirements. Any program area could have been selected, but this one was selected because it was involved in the Chernobyl accident, the most consequential nuclear power accident up until the time of this writing. Other consequential accidents involving nuclear power plant testing were the Browns Ferry fire and the Salem overspeed event. (The author, of course, does not conduct nuclear power plant testing but is doing a self-assessment as if he were acting for an organization that did testing.)

  9. Promotion of self-directed learning using virtual patient cases.

    Science.gov (United States)

    Benedict, Neal; Schonder, Kristine; McGee, James

    2013-09-12

    To assess the effectiveness of virtual patient cases to promote self-directed learning (SDL) in a required advanced therapeutics course. Virtual patient software based on a branched-narrative decision-making model was used to create complex patient case simulations to replace lecture-based instruction. Within each simulation, students used SDL principles to learn course objectives, apply their knowledge through clinical recommendations, and assess their progress through patient outcomes and faculty feedback linked to their individual decisions. Group discussions followed each virtual patient case to provide further interpretation, clarification, and clinical perspective. Students found the simulated patient cases to be organized (90%), enjoyable (82%), intellectually challenging (97%), and valuable to their understanding of course content (91%). Students further indicated that completion of the virtual patient cases prior to class permitted better use of class time (78%) and promoted SDL (84%). When assessment questions regarding material on postoperative nausea and vomiting were compared, no difference in scores were found between the students who attended the lecture on the material in 2011 (control group) and those who completed the virtual patient case on the material in 2012 (intervention group). Completion of virtual patient cases, designed to replace lectures and promote SDL, was overwhelmingly supported by students and proved to be as effective as traditional teaching methods.

  10. The Influence of Job Characteristics and Self-Directed Learning Orientation on Workplace Learning

    Science.gov (United States)

    Raemdonck, Isabel; Gijbels, David; van Groen, Willemijn

    2014-01-01

    Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self-directed learning orientation on workplace learning. A total…

  11. A Confucian Perspective of Self-Cultivation in Learning: Its Implications for Self-Directed Learning

    Science.gov (United States)

    Tan, Charlene

    2017-01-01

    This article explores a Confucian perspective of self-cultivation in learning and its implications for self-directed learning. Focussing on two key Confucian texts, "Xueji" (Record of Learning) and "Xunzi," this essay expounds the purpose, content, process and essence of self-cultivation in learning. From a Confucian viewpoint,…

  12. Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners

    Science.gov (United States)

    Khiat, Henry

    2015-01-01

    Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study…

  13. Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective

    NARCIS (Netherlands)

    Dr. S. Bolhuis

    2003-01-01

    Self-directed learning is often embraced as an important educational goal, although for quite different reasons, from the improvement of school learning to the critical assessment of the claims of democracy. Most reasons imply that self-direction is important in learning throughout life. Therefore

  14. Mentor-guided self-directed learning affects resident practice.

    Science.gov (United States)

    Aho, Johnathon M; Ruparel, Raaj K; Graham, Elaina; Zendejas-Mummert, Benjamin; Heller, Stephanie F; Farley, David R; Bingener, Juliane

    2015-01-01

    Self-directed learning (SDL) can be as effective as instructor-led training. It employs less instructional resources and is potentially a more efficient educational approach. Although SDL is encouraged among residents in our surgical training program via 24-hour access to surgical task trainers and online modules, residents report that they seldom practice. We hypothesized that a mentor-guided SDL approach would improve practice habits among our residents. From 2011 to 2013, 12 postgraduate year (PGY)-2 general surgery residents participated in a 6-week minimally invasive surgery (MIS) rotation. At the start of the rotation, residents were asked to practice laparoscopic skills until they reached peak performance in at least 3 consecutive attempts at a task (individual proficiency). Trainees met with the staff surgeon at weeks 3 and 6 to evaluate progress and review a graph of their individual learning curve. All trainees subsequently completed a survey addressing their practice habits and suggestions for improvement of the curriculum. By the end of the rotation, 100% of participants improved in all practiced tasks (p mentor-guided SDL. Additionally, 6 (50%) residents reported that their skill level had improved relative to their peers. Some residents (n = 3) felt that the curriculum could be improved by including task-specific goals and additional practice sessions with the staff surgeon. Mentor-guided SDL stimulated surgical residents to practice with greater frequency. This repeated deliberate practice led to significantly improved MIS skills without significantly increasing the need for faculty-led instruction. Some residents preferred more discrete goal setting and increased mentor guidance. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  15. Using Self-Assessment to Support Individualized Learning

    Science.gov (United States)

    MacDonald, Betty

    2012-01-01

    Self-assessment is frequently used to enable students to "reflect" on a learning experience. Often only the person involved in the "reflection" knows the criteria used to underpin the process. Here the author explains how, when the self-assessment is given some structure some tangible benefits can be observed. While the approach might not be a…

  16. Validation of an instrument to measure tutor performance in promoting self-directed learning by using confirmatory factor analysis

    Directory of Open Access Journals (Sweden)

    Genoveva Amador Fierros

    Full Text Available Objective.This work sought to validate and propose an instrument to measure the performance of tutors in promoting self-directed learning in students involved in processes of problem-based learning. Methods. Confirmatory factor analysis (CFA was applied to validate the instrument composed of 60 items and six factors (self-assessment of learning gaps within the United Nations specific context: self-assessment, reflexion, critical thinking, administration of information, group skills, using a sample of 207 students from a total of 279, which comprise the student population of the Faculty of Nursing at Universidad de Colima in Mexico. (2007. Results. The CFA results demonstrated that the instrument is acceptable to measure performance of tutors in promoting self-directed learning, given that all the indicators, variances, covariances, and thresholds are statistically significant. Conclusion. The instrument permits obtaining students' opinions on how much professors contribute for them to develop each of the 60 skills described in the scale. Lastly, the results could report if professors are placing more emphasis in some areas than in other areas they should address during the problem-based learning (PBL process, or if definitely their actions are removed from the premises of PBL, information that will be useful for school management in decision making on the direction of teaching as a whole.

  17. A Framework for Developing Self-Directed Technology Use for Language Learning

    Science.gov (United States)

    Lai, Chun

    2013-01-01

    Critical to maximizing the potential of technology for learning is enhancing language learners' self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and…

  18. Self-Directed Learning Readiness among Undergraduate Students at Saudi Electronic University in Saudi Arabia

    Science.gov (United States)

    Alfaifi, Mousa S.

    2016-01-01

    This study aimed to determine the level of self-directed learning readiness (SDLR) among undergraduate students at Saudi Electronic University in Saudi Arabia. Also, investigated were potential relationships between the level of self-directed learning readiness and selected demographic variables such as gender and specific college within the…

  19. Vertaling en validatie van twee vragenlijsten: Self-efficacy en self-directed learning

    NARCIS (Netherlands)

    Van Meeuwen, Ludo; Brand-Gruwel, Saskia; Kirschner, Paul A.; De Bock, Jeano; Van Merriënboer, Jeroen

    2012-01-01

    Van Meeuwen, L. W., Brand-Gruwel, S., Kirschner, P. A., De Bock, J. J. P. R., & Van Merriënboer, J. J. G. (2012, June). Vertaling en validatie van twee vragenlijsten: Self-efficacy en self-directed learning [Translation and validation of two questionnaires: Self-efficacy and self-directed learning].

  20. Students' Perceptions of Self-Directed Learning and Collaborative Learning with and without Technology

    Science.gov (United States)

    Lee, K.; Tsai, P.-S.; Chai, C. S.; Koh, J. H. L.

    2014-01-01

    This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study…

  1. Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

    NARCIS (Netherlands)

    Frambach, J.M.; Driessen, E.W.; Chan, L.C.; Vleuten, C.P.M. van der

    2012-01-01

    Medical Education 2012: 46: 738-747 Context Medical schools worldwide are increasingly switching to student-centred methods such as problem-based learning (PBL) to foster lifelong self-directed learning (SDL). The cross-cultural applicability of these methods has been questioned because of their

  2. The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes

    Science.gov (United States)

    Sumantri, Mohamad Syarif; Satriani, Retni

    2016-01-01

    The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data…

  3. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

    Science.gov (United States)

    Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

    2015-08-26

    Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

  4. The Nature of Self-Directed Learning and Transformational Learning in Self-Managing Bipolar Disorder to Stay Well

    Science.gov (United States)

    Francik, Wendy A.

    2012-01-01

    The purpose of the research was to explore the self-directed learning and transformational learning experiences among persons with bipolar disorder. A review of previous research pointed out how personal experiences with self-directed learning and transformational learning facilitated individuals' learning to manage HIV, Methicillan-resitant…

  5. Bridging the gap between self-directed learning of nurse educators and effective student support.

    Science.gov (United States)

    Van Rensburg, Gisela H; Botma, Yvonne

    2015-11-26

    Self-directed learning requires the ability to identify one's own learning needs, develop and implement a plan to gain knowledge and to monitor one's own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning.  The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students.  An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature.  Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other.  The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one's own learning and creativity, is vital to one's future orientation towards goal-directed learning. Knowledge and

  6. A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

    Science.gov (United States)

    Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

    2009-01-01

    This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

  7. The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-01

    Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

  8. The effects of case-based team learning on students' learning, self regulation and self direction.

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-26

    The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. This is a quasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliable questionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students' with points of view on educational methods. The Results showed an increase in the students' self directed learning based on their performance on the post-test. The results showed that the students' self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students' learning (p=0.003). This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students' knowledge, but also the advancement of long- life learning skills.

  9. Empowering Student Learning Through Rubric-Referenced Self-Assessment*

    Science.gov (United States)

    He, Xiaohua; Canty, Anne

    2012-01-01

    Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students. Methods: Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided with the identical rubrics for the assignments, the students in this group did not perform rubric-referenced self-assessment. Results: The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool. Conclusion: This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment PMID:22778527

  10. The relationship between assessment methods and self-directed learning readiness in medical education.

    Science.gov (United States)

    Monroe, Katherine S

    2016-03-11

    This research explored the assessment of self-directed learning readiness within the comprehensive evaluation of medical students' knowledge and skills and the extent to which several variables predicted participants' self-directed learning readiness prior to their graduation. Five metrics for evaluating medical students were considered in a multiple regression analysis. Fourth-year medical students at a competitive US medical school received an informed consent and an online survey. Participants voluntarily completed a self-directed learning readiness scale that assessed four subsets of self-directed learning readiness and consented to the release of their academic records. The assortment of metrics considered in this study only vaguely captured students' self-directedness. The strongest predictors were faculty evaluations of students' performance on clerkship rotations. Specific clerkship grades were mildly predictive of three subscales. The Pediatrics clerkship modestly predicted critical self-evaluation (r=-.30, p=.01) and the Psychiatry clerkship mildly predicted learning self-efficacy (r =-.30, p=.01), while the Junior Surgery clerkship nominally correlated with participants' effective organization for learning (r=.21, p=.05). Other metrics examined did not contribute to predicting participants' readiness for self-directed learning. Given individual differences among participants for the variables considered, no combination of students' grades and/or test scores overwhelmingly predicted their aptitude for self-directed learning. Considering the importance of fostering medical students' self-directed learning skills, schools need a reliable and pragmatic approach to measure them. This data analysis, however, offered no clear-cut way of documenting students' self-directed learning readiness based on the evaluation metrics included.

  11. [Self-directed learning in nursing students with different background factors].

    Science.gov (United States)

    Kao, Yu-Hsiu; Yu, Chu-Wei; Kuo, Shu-Yi; Kuang, I-Hsiu

    2013-08-01

    Fostering self-directed learning skills in nursing students may provide a foundation for improving the specialty knowledge of these nurses. This study examines the current status of nursing student self-directed learning behavior and explores how different background factors impact self-directed learning. This research design used a cross-sectional survey and convenience sampling. A total of 550 questionnaires were distributed to participants in enrolled in nursing programs at a 2-year nursing program at an institute of technology in northern Taiwan and a 4-year nursing program at an institute of technology in southern Taiwan. A convenience sampling was used to collect data, with 537 valid questionnaires used in data analysis. Results indicated that the self-directed learning and self-management of nursing students between 20-21 years old was significantly higher than those of students between 18-19 years old. Self-directed learning, desire of learning and self-control in 2-year nursing students were significantly higher than in 4-year and extension education department nursing student participants. Two-year nursing students had the highest self-management scores, followed by extension education department participants and 4-year nursing students. Finally, participants who associated highly with the nursing profession earned the highest self-directed total score, followed by those participants who associated generally and those who associated mildly. The results recommend that teachers at nursing institutes help students develop self-directed learning. Results also recommend teachers increase their students' association with the nursing specialty through understanding the impact of different background factors on self-directed learning.

  12. Impact of self-assessment by students on their learning.

    Science.gov (United States)

    Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

    2016-01-01

    Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P academic performance, helping them in development of critical skills for analysis of their own work.

  13. Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

    Science.gov (United States)

    Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

    2016-12-03

    To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.

  14. Self-directed learning readiness and learning styles among Saudi undergraduate nursing students.

    Science.gov (United States)

    El-Gilany, Abdel-Hady; Abusaad, Fawzia El Sayed

    2013-09-01

    Self-directed learning has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development. On the other hand, the Kolb's learning style could identify student's preference for perceiving and processing information. This study was performed to determine Saudi nursing students' readiness for self-directed learning; to identify their learning styles and to find out the relation between these two concepts. Cross-sectional descriptive study. Nursing department of faculty of Applied Medical Sciences, Al-Jouf University, Saudi Arabia. Two hundred and seventy-five undergraduate Saudi nursing students. Data was collected using self-administered questionnaires covering the demographic features of students, Fisher's self-directed learning readiness (SDLR) scale, and the Kolb's learning styles inventory. The mean scores of self-management, desire for learning, self-control and the overall SDLR were 51.3 ± 5.9, 48.4 ± 5.5, 59.9 ± 6.7, and 159.6 ± 13.8; respectively. About 77% (211) of students have high level of SDLR. The percentages of converger, diverger, assimilator and accommodator learning styles are 35.6%, 25.8%, 25.55% and 13.1%; respectively. The mean score of self-management, desire for learning, self-control and overall SDLR scale did not vary with any of the studied variables. There is no association between the level of SDLR and the learning styles. The high level of SDLR and the dominant converger learning style among undergraduate nursing students will have a positive implication for their education and post-employment continuing nursing education. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. NCS-1 dependent learning bonus and behavior outputs of self-directed exploration

    Science.gov (United States)

    Mun, Ho-Suk

    Animals explore a new environment and learn about their surroundings. "Exploration" refers to all activities that increase the information obtained from an animal. For this study, I determined a molecule that mediates self-directed exploration, with a particular focus on rearing behavior and vocalization. Rearing can be either self-directed exploration or escape-oriented exploration. Self-directed exploration can be driven by the desire to gather information about environments while escape-oriented exploration can be driven by fear or anxiety. To differentiate between these two concepts, I compared rearing and other behaviors in three different conditions 1) novel dim (safe environment), which induces exploration based rearing; 2) novel bright (fearful environment), which elicits fear driven rearing; and 3) familiar environment as a control. First, I characterized the effects on two distinct types of environment in exploratory behavior and its effect on learning. From this, I determined that self-directed exploration enhances spatial learning while escape-oriented exploration does not produce a learning bonus. Second, I found that NCS-1 is involved in exploration, as well as learning and memory, by testing mice with reduced levels of Ncs-1 by point mutation and also siRNA injection. Finally, I illustrated other behavior outputs and neural substrate activities, which co-occurred during either self-directed or escape-oriented exploration. I found that high-frequency ultrasonic vocalizations occurred during self-directed exploration while low-frequency calls were emitted during escape-oriented exploration. Also, with immediate early gene imaging techniques, I found hippocampus and nucleus accumbens activation in self-directed exploration. This study is the first comprehensive molecular analysis of learning bonus in self-directed exploration. These results may be beneficial for studying underlying mechanisms of neuropsychiatric disease, and also reveal therapeutic

  16. Self- directed learning barriers in a virtual environment: a qualitative study

    Directory of Open Access Journals (Sweden)

    NOUSHIN KOHAN

    2017-07-01

    Full Text Available Introduction: There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences. Methods: 23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method. Results: Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering, communication barriers (inadequate coping skills and inadequate writing skills and educational environment barriers (heavy workload and role ambiguity. Conclusion: By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education.

  17. Self- directed learning barriers in a virtual environment: a qualitative study.

    Science.gov (United States)

    Kohan, Noushin; Soltani Arabshahi, Kamran; Mojtahedzadeh, Rita; Abbaszadeh, Abbas; Rakhshani, Tayebeh; Emami, Amirhousein

    2017-07-01

    There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences. 23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method. Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering), communication barriers (inadequate coping skills and inadequate writing skills) and educational environment barriers (heavy workload and role ambiguity). By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education.

  18. Self- directed learning barriers in a virtual environment: a qualitative study

    Science.gov (United States)

    KOHAN, NOUSHIN; SOLTANI ARABSHAHI, KAMRAN; MOJTAHEDZADEH, RITA; ABBASZADEH, ABBAS; RAKHSHANI, TAYEBEH; EMAMI, AMIRHOUSEIN

    2017-01-01

    Introduction: There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences. Method: 23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method. Results: Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering), communication barriers (inadequate coping skills and inadequate writing skills) and educational environment barriers (heavy workload and role ambiguity). Conclusion: By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education. PMID:28761885

  19. Self-directed Learning Favors Local, Rather than Global, Uncertainty

    Science.gov (United States)

    Markant, Douglas B.; Settles, Burr; Gureckis, Todd M.

    2016-01-01

    Collecting (or "sampling") information that one expects to be useful is a powerful way to facilitate learning. However, relatively little is known about how people decide which information is worth sampling over the course of learning. We describe several alternative models of how people might decide to collect a piece of information…

  20. Self-Directed Learning and the Millennial Athletic Training Student

    Science.gov (United States)

    Hughes, Brian J.; Berry, David C.

    2011-01-01

    Athletic training educators (ATEs) have a responsibility to remain aware of the current student population, particularly how they learn and give meaning to what they have learned. Just as clinical athletic trainers (ATs) must adapt to ever changing work schedules and demands, so too must athletic training educators. In addition to adapting to…

  1. Evidence of Self-Directed Learning on a High School Robotics Team

    Directory of Open Access Journals (Sweden)

    Nathan R. Dolenc

    2014-12-01

    Full Text Available Self-directed learning is described as an individual taking the initiative to engage in a learning experience while assuming responsibility to follow through to its conclusion. Robotics competitions are examples of informal environments that can facilitate self-directed learning. This study examined how mentor involvement, student behavior, and physical workspace contributed to self-directed learning on one robotics competition team. How did mentors transfer responsibility to students? How did students respond to managing a team? Are the physical attributes of a workspace important? The mentor, student, and workplace factors captured in the research showed mentors wanting students to do the work, students assuming leadership roles, and the limited workspace having a positive effect on student productivity.

  2. Posters, Self-Directed Learning, and L2 Vocabulary Acquisition

    Science.gov (United States)

    Cetin, Yakup; Flamand, Lee

    2013-01-01

    Posters, either as promotions by various ELT publishing houses or prepared by ELT teachers and students, are widely used on the walls of many foreign language classrooms. Many of them consist of colourful pictures along with L2 vocabulary, grammar, and texts in order to contribute to the foreign language learning process. However, many ELT…

  3. The Use of Philosophical Practice in Lifelong and Self-Directed Learning

    DEFF Research Database (Denmark)

    Hansen, Finn Thorbjørn

    2001-01-01

    In this article I invite the reader to reconsider philosophical counselling and practice first of all as a pedagogical practice. Recent research in adult education and especially in the area of "self-directed learning" reveals a growing interest in the existential and philosophical dimensions...... of learning and guidance in the adult education setting. I suggest that we use philosophical counselling to strengthen the adult´s capacity for lifelong and self-directed learning and that philosophical practice in general could be connected to a new kind of "existential adult pedagogy"....

  4. Self-directed learning: Status of final-year students and perceptions ...

    African Journals Online (AJOL)

    Background. Self-directed learning (SDL) is the essential mechanism of lifelong learning, which, in turn, is required for medical professionals to maintain competency because of advancing technology and constantly evolving disease care and contexts. Yet, most Nigerian medical schools do not actively promote SDL skills ...

  5. Dynamic Training Elements in a Circuit Theory Course to Implement a Self-Directed Learning Process

    Science.gov (United States)

    Krouk, B. I.; Zhuravleva, O. B.

    2009-01-01

    This paper reports on the implementation of a self-directed learning process in a circuit theory course, incorporating dynamic training elements which were designed on the basis of a cybernetic model of cognitive process management. These elements are centrally linked in a dynamic learning frame, created on the monitor screen, which displays the…

  6. Self-directed learning: A heretical experiment in teaching physics

    Science.gov (United States)

    Silverman, M. P.

    1995-06-01

    An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognized as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalized; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena: (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and oral language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.

  7. Engaging at-risk youth through self-directed learning

    Directory of Open Access Journals (Sweden)

    Thieme Hennis

    2017-07-01

    Full Text Available The large number of young people in Europe who lack formal qualifications constitutes a considerable concern in terms of individual, social and economic consequences. The influx of young migrants into Europe is making this issue even more significant. To avoid social exclusion and youth unemployment, and to ensure economic progress, the European Union (EU and national governments are providing a variety of educational opportunities for these young people. As traditional approaches have not proved particularly successful, an alternative approach has been developed that seems to overcome previous limitations. This approach is characterized by a focus on learners’ agency and identity, and offers young at-risk learners a different, more intrinsically motivating learning experience. The approach was implemented in 12 pilots in six different European countries, including several with migrant youth from different regions of the world. The main result presented here is a comprehensive design framework developed on the basis of a cross-case analysis. The framework includes design principles concerning the organization, as well as the pedagogy, of engaging at-risk youth.

  8. Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.

    Science.gov (United States)

    Abd-El-Fattah, Sabry M

    2010-11-01

    In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.

  9. Iranian Clinical Nurses' Activities for Self-Directed Learning: A Qualitative Study.

    Science.gov (United States)

    Ghiyasvandian, Shahrzad; Malekian, Morteza; Cheraghi, Mohammad Ali

    2015-09-01

    Clinical nurses need lifelong learning skills for responding to the rapid changes of clinical settings. One of the best strategies for lifelong learning is self-directed learning. The aim of this study was to explore Iranian clinical nurses' activities for self-directed learning. In this qualitative study, 23 semi-structured personal interviews were conducted with nineteen clinical nurses working in all four hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran. Study data were analyzed by using the content analysis approach. The study was conducted from June 2013 to October 2014. Study participants' activities for self-directed learning fell into two main categories of striving for knowledge acquisition and striving for skill development. The main theme of the study was 'Revising personal performance based on intellectual-experiential activities'. Study findings suggest that Iranian clinical nurses continually revise their personal performance by performing self-directed intellectual and experiential activities to acquire expertise. The process of acquiring expertise is a linear process which includes two key steps of knowledge acquisition and knowledge development. In order to acquire and advance their knowledge, nurses perform mental learning activities such as sensory perception, self-evaluation, and suspended judgment step-by-step. Moreover, they develop their skills through doing activities like apprenticeship, masterly performance, and self-regulation. The absolute prerequisite to expertise acquisition is that a nurse needs to follow these two steps in a sequential manner.

  10. Design and evaluation of a Facebook game for self-directed e-learning

    Directory of Open Access Journals (Sweden)

    Tim M. H. Li

    2016-09-01

    Full Text Available Social networking sites (SNSs such as Facebook have a potential to become a valuable learning environment. Facebook games with appropriate instructional design may provide players with better learning experiences and outcomes. Using an effective educational Facebook game, we aimed to explore the educational effects of Facebook games as self-directed e-learning environments. We tested our hypotheses on a sample of 73 undergraduates (42 females. The participants completed the Facebook game and self-administered questionnaires over a 3-week period. Path analysis demonstrated that Internet self-efficacy, usability, and fun positively affected perceived learning effectiveness and user satisfaction in a Facebook learning environment. We discussed the research and practical implications of these findings for the future development of self-directed e-learning on SNS.

  11. The Development of Sloyd Teacher Students’ Self-Directed Learning Readiness

    Directory of Open Access Journals (Sweden)

    Mika Metsärinne

    2012-09-01

    Full Text Available This research is the first part of a longitudinal study of sloyd teacher students’ self-directed learning of craft & technology studies at the end of bachelor level throughout three decades in Finland. Sloyd education is the main subject in the sloyd teacher study program in University of Turku and Åbo Akademi University in Finland. These sloyd teacher study programs progresses to the master’s level of education and provides readiness to teach the school subject sloyd in comprehensive and high schools. This study is focused mainly of the craft and technology combination in purposes of sloyd education in university of Turku. The studies consists mainly of wood, plastic, metal, information and textile technologies, mechanical engineering, electricity and some basics of automation technologies, research methodologies, pedagogics and product planning. The aim of the present research was to study whether there are any Self-Directed Learning Readiness (SDLR differences between the craft & technology studies of sloyd teacher students in the year 1992 and 2002. The main result was that the 92-group had higher SDLR -points compared to the 02-group. The main conclusion is that craft & technology studies require plenty of time for students’ development of self –directed learning that is adequate for sloyd teacher education.Key words: Sloyd education, Self-direction learning; self-directed learning readiness, Sloyd (craft & technology teacher education

  12. Predictors of Self-Directed Learning for Low-Qualified Employees: A Multi-Level Analysis

    Science.gov (United States)

    Raemdonck, Isabel; van der Leeden, Rien; Valcke, Martin; Segers, Mien; Thijssen, Jo

    2012-01-01

    Purpose: This study aims to examine which variables at the level of the individual employee and at the company level are predictors of self-directed learning in low-qualified employees. Methodology: Results were obtained from a sample of 408 low-qualified employees from 35 different companies. The companies were selected from the energy sector,…

  13. An Investigation of the Construct Validity of the Personality Trait of Self-Directed Learning

    Science.gov (United States)

    Lounsbury, John W.; Levy, Levy J.; Park, Soo-Hee; Gibson, Lucy W.; Smith, Ryan

    2009-01-01

    Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism,…

  14. Readiness for self-directed learning: How bridging and traditional nursing students differs?

    Science.gov (United States)

    Alharbi, Homood A

    2018-02-01

    The dean of the nursing college has an initiative to reform the BSN program in the college to minimize the use of lecturing and maximize interactive and lifelong learning. Appropriate assessment of how our students are prepared to be self-directed learners is crucial. To compare traditional and bridging students in regard to their SDLR scores in the nursing college in Saudi Arabia. This was a comparative study to compare traditional and bridging students in regard to their self-directed learning readiness scores (SDLR). The data was collected at the Nursing College, King Saud University, Riyadh, Saudi Arabia. A convenient sample of undergraduate nursing students at the sixth and eighth levels in both regular and bridging programs were recruited in this study to indicate their SDLR scores. The study used Fisher et al.'s (2001) Self-Directed Learning Readiness Scale to measure the self-directed learning readiness among undergraduate nursing students. The total mean score of SDLR was 144 out of 200, which indicated a low level of readiness for SDL. There were significant variations between the included academic levels among participants. Students in the sixth academic level scored higher in the total SDLR scores compared to eighth-level students. There were no significant variations with gender and program types in the total SDLR scores. A comprehensive plan is needed to prepare both faculty members and students to improve the SDL skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

  15. A Phenomenological Exploration of Self-Directed Learning among Successful Minority Entrepreneurs

    Science.gov (United States)

    Alexander, Nancy Hope

    2013-01-01

    This transcendental, phenomenological study explored the Self-directed learning (SDL) of 10 successful minority entrepreneurs. Two SDL theories serve as lenses for the study, Spear and Mocker's (1984) Organizing Circumstance and Brockett and Heimstra's (1991) Personal Responsibility Orientation model. Five themes emerged from the data:…

  16. The Relationship between Self-Directed Learning Readiness and Student Retention in Nursing Education

    Science.gov (United States)

    Larmon, Brandy H.

    2015-01-01

    Retention in higher education, especially nursing education, is a concern for nurse educators. Due to the needs of nurse graduates and practicing nurses, the characteristic of self-directed learning in students is often an educational goal of a rigorous nursing curriculum. Program retention is often impacted by such demands. This study, based upon…

  17. Design and evaluation of a development portfolio: How to improve students’ self-directed learning skills.

    NARCIS (Netherlands)

    Kicken, Wendy; Brand-Gruwel, Saskia; Van Merriënboer, Jeroen; Slot, Wim

    2008-01-01

    Kicken, W., Brand-Gruwel, S., Van Merrienboer, J. J. G., & Slot, W. (2009). Design and evaluation of a development portfolio: How to improve students’ self-directed learning skills. Instructional Science. DOI 10.1007/s11251-008-9058-5

  18. Stages of Learning during a Self-Directed Stress Management Experience

    Science.gov (United States)

    Larson, Karl L.

    2015-01-01

    Purpose: The purpose of the study was to document the stages of learning reflected through student journaling during a self-directed experience in stress management, and the relationship of those stages to a historical model. Methods: College students participating in a full-semester course in stress management theory were required to select a…

  19. A Journey with Chronic Pain: Self-Directed Learning as Survival

    Science.gov (United States)

    King, Kathleen P.

    2014-01-01

    Over the past 20 years in the USA, increased insurance control of healthcare decisions, litigation and regulations, have contributed to a dramatic shift in the doctor-patient relationship and respective responsibilities. This paper presents an autoethnographic study of the self-directed learning (SDL) strategies and patterns used by an individual…

  20. Project team formation support for self-directed learners in social learning networks

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

    2012-01-01

    Spoelstra, H., Van Rosmalen, P., & Sloep, P. B. (2012). Project team formation support for self-directed learners in social learning networks. In P. Kommers, P. Isaias, & N. Bessis (Eds.), Proceedings of the IADIS International Conference on Web Based Communities and Social Media (ICWBC & SM 2012)

  1. Self-directed learning skills in air-traffic control; A cued retrospective reporting study

    NARCIS (Netherlands)

    Van Meeuwen, Ludo; Brand-Gruwel, Saskia; Van Merriënboer, Jeroen; Kirschner, Paul A.; De Bock, Jeano

    2011-01-01

    Van Meeuwen, L. W., Brand-Gruwel, S., Van Merriënboer, J. J. G., Kirschner, P. A., & De Bock, J. J. P. R. (2010, May). Self-directed learning skills in air-traffic control; A cued retrospective reporting study. Presented at the Scandinavian Workshop on Applied Eye-tracking. Lund, Sweden.

  2. Self-directed learning skills in air-traffic control training; An eye-tracking approach

    NARCIS (Netherlands)

    Van Meeuwen, Ludo; Brand-Gruwel, Saskia; Van Merriënboer, Jeroen; Bock, Jeano; Kirschner, Paul A.

    2011-01-01

    Van Meeuwen, L. W., Brand-Gruwel, S., De Bock, J. J. P. R., Kirschner, P. A., & Van Merriënboer, J. J. G. (2010, September). Self-directed Learning Skills in Air-traffic Control Training; An Eye-tracking Approach. Paper presented at the European Association for Aviation Psychology, Budapest.

  3. The factor structure of the self-directed learning readiness scale | de ...

    African Journals Online (AJOL)

    The factor structure of the Self-Directed Learning Readiness Scale (SDLRS) was investigated for Afrikaans and English-speaking first-year university students. Five factors were extracted and rotated to oblique simple structure for both groups. Four of the five factors were satisfactorily replicated. The fifth factor appeared to ...

  4. Development of a Supported Self-Directed Learning Approach for Anatomy Education

    Science.gov (United States)

    Findlater, Gordon S.; Kristmundsdottir, Fanney; Parson, Simon H.; Gillingwater, Thomas H.

    2012-01-01

    The ability to deliver sufficient core anatomical knowledge and understanding to medical students with limited time and resources remains a major challenge for anatomy educators. Here, we report the results of switching from a primarily didactic method of teaching to supported self-directed learning for students studying anatomy as part of…

  5. Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

    Directory of Open Access Journals (Sweden)

    Brian R. Morrison

    2011-06-01

    Full Text Available Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.

  6. Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

    Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

  7. Digital technology use in ELT classrooms and self-directed learning

    Directory of Open Access Journals (Sweden)

    Nehir Sert

    2016-04-01

    Full Text Available The digital era is a new challenge for teachers. While children get acquainted with digital technology before the age of six, teachers, who have encountered the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use of technology within and beyond classroom settings. The aim of this study was to examine the difference between the perceptions of students in low- and high-income groups about their use of technology in a general sense and their teachers’ use of technology in ELT classrooms. It also tested the correlation between the perceptions of their self-directed learning behaviours and their own/their teachers’ technology use. The population of the study consisted of 75 students from high- and 70 students from low-income groups. Causal comparative and correlational research methods were adopted in the study. The surveys to measure the students’ perceptions about technology use were developed by the researchers. A scale, established by Demirtas and Sert (2010, was used to identify the level of self-directed learning views of the students. The data were collected at the beginning of the first term of the 2015-2016 school year. The results indicated that there was no significant difference between perceptions of the low- and high-income students regarding their own technology use. Likewise, perceptions of the low- and high-income students did not differ regarding their teachers’ technology use. There was no correlation between the perceptions of the low-/high-income mixed group regarding their use of technology and their teachers’ use of technology. Lastly, self-directed learning perceptions of the low-/high-income mixed group did not correlate with their perceptions on any aspects of technology use. The educational implications of these results were discussed and suggestions were put forward in order to produce more effective learning

  8. Investigating the Relationship Between Self-Directed Learning Readiness and Time Management Skills in Turkish Undergraduate Nursing Students.

    Science.gov (United States)

    Ertuğ, Nurcan; Faydali, Saide

    The aims of this study were to determine self-directed learning and time management skills of undergraduate nursing students and to investigate the relationship between the concepts. The use of self-directed learning has increased as an educational strategy in recent years. This descriptive and correlational study was conducted with 383 undergraduate nursing students in Turkey. Data were collected using a sociodemographic questionnaire, the Self-Directed Learning Readiness Scale, and Time Management Questionnaire. Mean scores were as follows: self-directed learning readiness, 159.12 (SD = 20.8); time management, 87.75 (SD = 12.1). A moderate positive correlation was found between self-directed learning readiness and time management values. Time management scores were 78.42 when self-directed learning readiness was ≤149 and 90.82 when self-directed learning readiness was ≥ 150, with a statistically significant difference (p = .000). Level of self-directed learning and academic achievement were higher in students who managed their time well.

  9. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: A qualitative study of supervisors' perceptions

    NARCIS (Netherlands)

    Embo, M.; Driessen, E.; Valcke, M.; Vleuten, C.P.M. van der

    2014-01-01

    BACKGROUND: Self-directed learning is an educational concept that has received increasing attention. The recent workplace literature, however, reports problems with the facilitation of self-directed learning in clinical practice. We developed the Midwifery Assessment and Feedback Instrument (MAFI)

  10. Explaining variance in self-directed learning readiness of first year students in health professional programs.

    Science.gov (United States)

    Slater, Craig E; Cusick, Anne; Louie, Jimmy C Y

    2017-11-13

    Self-directed learning (SDL) is expected of health science graduates; it is thus a learning outcome in many pre-certification programs. Previous research identified age, gender, discipline and prior education as associated with variations in students' self-directed learning readiness (SDLR). Studies in other fields also propose personality as influential. This study investigated relationships between SDLR and age, gender, discipline, previous education, and personality traits. The Self-Directed Learning Readiness Scale and the 50-item 'big five' personality trait inventory were administered to 584 first-year undergraduate students (n = 312 female) enrolled in a first-session undergraduate interprofessional health sciences subject. Students were from health promotion, health services management, therapeutic recreation, sports and exercise science, occupational therapy, physiotherapy, and podiatry. Four hundred and seven responses (n = 230 females) were complete. SDLR was significantly higher in females and students in occupational therapy and physiotherapy. SDLR increased with age and higher levels of previous education. It was also significantly associated with 'big five' personality trait scores. Regression analysis revealed 52.9% of variance was accounted for by personality factors, discipline and prior experience of tertiary education. Demographic, discipline and personality factors are associated with SDLR in the first year of study. Teachers need to be alert to individual student variation in SDLR.

  11. Explaining variance in self-directed learning readiness of first year students in health professional programs

    Directory of Open Access Journals (Sweden)

    Craig E. Slater

    2017-11-01

    Full Text Available Abstract Background Self-directed learning (SDL is expected of health science graduates; it is thus a learning outcome in many pre-certification programs. Previous research identified age, gender, discipline and prior education as associated with variations in students’ self-directed learning readiness (SDLR. Studies in other fields also propose personality as influential. Method This study investigated relationships between SDLR and age, gender, discipline, previous education, and personality traits. The Self-Directed Learning Readiness Scale and the 50-item ‘big five’ personality trait inventory were administered to 584 first-year undergraduate students (n = 312 female enrolled in a first-session undergraduate interprofessional health sciences subject. Results Students were from health promotion, health services management, therapeutic recreation, sports and exercise science, occupational therapy, physiotherapy, and podiatry. Four hundred and seven responses (n = 230 females were complete. SDLR was significantly higher in females and students in occupational therapy and physiotherapy. SDLR increased with age and higher levels of previous education. It was also significantly associated with ‘big five’ personality trait scores. Regression analysis revealed 52.9% of variance was accounted for by personality factors, discipline and prior experience of tertiary education. Conclusion Demographic, discipline and personality factors are associated with SDLR in the first year of study. Teachers need to be alert to individual student variation in SDLR.

  12. Paid Educational Leave and Self-Directed Learning: Implications for Legislation on the Learning Leave Scheme in South Korea

    Science.gov (United States)

    Oh, Jeong Rok; Park, Cho Hyun; Jo, Sung Jun

    2016-01-01

    Purpose: The purposes of this study are to explore paid educational leave (PEL), self-directed learning (SDL) and the relationship between them; and to identify the implications for legislation on the learning leave scheme in South Korea. Design/Methodology/Approach: The research method of the study is a literature review. Articles were identified…

  13. Movement-related theta rhythm in humans: coordinating self-directed hippocampal learning.

    Directory of Open Access Journals (Sweden)

    Raphael Kaplan

    Full Text Available The hippocampus is crucial for episodic or declarative memory and the theta rhythm has been implicated in mnemonic processing, but the functional contribution of theta to memory remains the subject of intense speculation. Recent evidence suggests that the hippocampus might function as a network hub for volitional learning. In contrast to human experiments, electrophysiological recordings in the hippocampus of behaving rodents are dominated by theta oscillations reflecting volitional movement, which has been linked to spatial exploration and encoding. This literature makes the surprising cross-species prediction that the human hippocampal theta rhythm supports memory by coordinating exploratory movements in the service of self-directed learning. We examined the links between theta, spatial exploration, and memory encoding by designing an interactive human spatial navigation paradigm combined with multimodal neuroimaging. We used both non-invasive whole-head Magnetoencephalography (MEG to look at theta oscillations and Functional Magnetic Resonance Imaging (fMRI to look at brain regions associated with volitional movement and learning. We found that theta power increases during the self-initiation of virtual movement, additionally correlating with subsequent memory performance and environmental familiarity. Performance-related hippocampal theta increases were observed during a static pre-navigation retrieval phase, where planning for subsequent navigation occurred. Furthermore, periods of the task showing movement-related theta increases showed decreased fMRI activity in the parahippocampus and increased activity in the hippocampus and other brain regions that strikingly overlap with the previously observed volitional learning network (the reverse pattern was seen for stationary periods. These fMRI changes also correlated with participant's performance. Our findings suggest that the human hippocampal theta rhythm supports memory by coordinating

  14. Library Learning: Undergraduate Students’ Informal, Self-directed, and Information Sharing Strategies

    Directory of Open Access Journals (Sweden)

    Jo Ann Murphy

    2014-04-01

    Full Text Available A focus group study of fourteen University of Saskatchewan second to fourth year humanities and social science undergraduate students was conducted in the fall of 2011. The purpose of the research was to determine how students learn about library resources and services. Findings indicate that the participants often use a variety of informal, self-directed and information sharing strategies. Seeking help from professors, peers, friends, and family members is a common practice. Convenience, familiarity, and perceived knowledge are key factors that determine who and how these students learn about the library. Formal instruction and seeking assistance from librarians did not resonate for participants as a typical approach for learning about the library. The author suggests that undergraduate students engage in informal learning and information sharing as many ‘adult learners’ do, similar to an employment setting. The library, within the formal educational structure, lends itself to a more informal learning context. The study concludes that libraries must continue to develop resources, services, and innovative programs that support students’ informal learning styles, while also providing formal instruction as part of the undergraduate curriculum ensuring students are exposed early on to core foundational skills that contribute to their success as informal and self-directed learners.

  15. Digital technology use in ELT classrooms and self-directed learning

    OpenAIRE

    Nehir Sert; Ebru Boynueğri

    2016-01-01

    The digital era is a new challenge for teachers. While children get acquainted with digital technology before the age of six, teachers, who have encountered the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use of technology within and beyond classroom settings. The aim of this study was to examine the difference between the perceptions of students in low- and high-income groups about thei...

  16. Self-Service and E-Education: The Relationship to Self-Directed Learning

    Science.gov (United States)

    Wells, Marilyn A.; Brook, Phillip W. J.

    Self-service via the Internet is becoming a common method of selling goods or services as customers have access to retailers’ websites whenever the “need” takes them. Higher education institutions are increasingly offering e-education which means that traditional teaching methods need modifying. Traditional teaching often consists of presenting and expanding upon material found in a prescribed text and delivering this content in lecture, seminar or workshop mode. Studies have confirmed that students learn more effectively when they can discuss the material with others and treat learning as a collaborative process. This chapter reports a case study, where students were required to decide on their level of involvement, discuss and propose the criteria for assessment evaluation, share ideas, concepts and understanding amongst themselves: in effect, self-directed learning. The learning environment used computer-mediated tools, such as discussion forums and chat rooms, and the case study assesses both the expectations of the teaching staff and the experiences of the students, and relates the outcomes to self-directed learning in a self-service environment.

  17. Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

    Science.gov (United States)

    Frambach, Janneke M; Driessen, Erik W; Chan, Li-Chong; van der Vleuten, Cees P M

    2012-08-01

    Medical schools worldwide are increasingly switching to student-centred methods such as problem-based learning (PBL) to foster lifelong self-directed learning (SDL). The cross-cultural applicability of these methods has been questioned because of their Western origins and because education contexts and learning approaches differ across cultures. This study evaluated PBL's cross-cultural applicability by investigating how it is applied in three medical schools in regions with different cultures in, respectively, East Asia, the Middle East and Western Europe. Specifically, it investigated how students' cultural backgrounds impact on SDL in PBL and how this impact affects students. A qualitative, cross-cultural, comparative case study was conducted in three medical schools. Data were collected through 88 semi-structured, in-depth interviews with Year 1 and 3 students, tutors and key persons involved in PBL, 32 observations of Year 1 and 3 PBL tutorials, document analysis, and contextual information. The data were thematically analysed using the template analysis method. Comparisons were made among the three medical schools and between Year 1 and 3 students across and within the schools. The cultural factors of uncertainty and tradition posed a challenge to Middle Eastern students' SDL. Hierarchy posed a challenge to Asian students and achievement impacted on both sets of non-Western students. These factors were less applicable to European students, although the latter did experience some challenges. Several contextual factors inhibited or enhanced SDL across the cases. As students grew used to PBL, SDL skills increased across the cases, albeit to different degrees. Although cultural factors can pose a challenge to the application of PBL in non-Western settings, it appears that PBL can be applied in different cultural contexts. However, its globalisation does not postulate uniform processes and outcomes, and culturally sensitive alternatives might be developed.

  18. The strategic use of lecture recordings to facilitate an active and self-directed learning approach.

    Science.gov (United States)

    Topale, Luminica

    2016-08-12

    New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students' perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. Findings revealed that recorded lectures had little influence on students' choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. This study was a useful investigation into how the availability of lecture capture technology influenced medical students' study behaviors and how students were making valuable use of the technology as an active learning tool.

  19. Fostering postgraduate student engagement: online resources supporting self-directed learning in a diverse cohort

    Directory of Open Access Journals (Sweden)

    Luciane V. Mello

    2016-03-01

    Full Text Available The research question for this study was: ‘Can the provision of online resources help to engage and motivate students to become self-directed learners?’ This study presents the results of an action research project to answer this question for a postgraduate module at a research-intensive university in the United Kingdom. The analysis of results from the study was conducted dividing the students according to their programme degree – Masters or PhD – and according to their language skills. The study indicated that the online resources embedded in the module were consistently used, and that the measures put in place to support self-directed learning (SDL were both perceived and valued by the students, irrespective of their programme or native language. Nevertheless, a difference was observed in how students viewed SDL: doctoral students seemed to prefer the approach and were more receptive to it than students pursuing their Masters degree. Some students reported that the SDL activity helped them to achieve more independence than did traditional approaches to teaching. Students who engaged with the online resources were rewarded with higher marks and claimed that they were all the more motivated within the module. Despite the different learning experiences of the diverse cohort, the study found that the blended nature of the course and its resources in support of SDL created a learning environment which positively affected student learning.

  20. Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics: The Perspective of Intrinsic and Extrinsic Goals

    Science.gov (United States)

    Lao, Andrew Chan-Chio; Cheng, Hercy N. H.; Huang, Mark C. L.; Ku, Oskar; Chan, Tak-Wai

    2017-01-01

    One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system…

  1. A comparison of the efficacy of test-driven learning versus self-assessment learning

    Science.gov (United States)

    He, Xiaohua; Canty, Anne

    2013-01-01

    Objective We compared self-assessment and test-driven learning in two groups of students who studied the same subject. Methods This was a randomized comparative experimental study. The subjects were 259 first-quarter students who were divided into a test group and a self-assessment group based on the methods they used for their learning assessments. We measured the scores and difficulty levels of 3 formal written exams. Students' attitudes toward self-assessment or test-driven learning were surveyed. Results The mean scores of exam 1, exam 2, and a summative exam were 34 (±6), 32 (±8), and 44 (±6) for the self-assessment group, respectively, with corresponding scores of 33 (±6), 33 (±7), 43 (±6) for the test group. There were no significant differences in the mean scores on all 3 tests between the two groups (p > .05). Of the students in the self-assessment group, 64% scored at least 90%, whereas 47% of students in the test group answered at least 90% of the questions correctly (p self-assessment and tests could have a significant impact on students' learning, but each offers different strengths and weaknesses. PMID:23957317

  2. A Correlational Study of Self-Directed Learning Readiness and Learning Activity Preference for Continuing Medical Education among Family Physicians

    Science.gov (United States)

    Barrett, Theresa J.

    2014-01-01

    This quantitative, nonexperimental, correlational study sought to determine whether a relationship exists between family physicians' levels of self-directed learning readiness (SDLR) and their preferences for continuing medical education (CME) activities. The study also sought to determine whether years in clinical practice or size of clinical…

  3. Development of a nursing education program for improving Chinese undergraduates' self-directed learning: A mixed-method study.

    Science.gov (United States)

    Tao, Ying; Li, Liping; Xu, Qunyan; Jiang, Anli

    2015-11-01

    This paper demonstrates the establishment of an extra-curricular education program in Chinese context and evaluates its effectiveness on undergraduate nursing students' self-directed learning. Zimmerman's self-directed learning model was used as the theoretical framework for the development of an education program. Mixed-method was applied in this research study. 165 undergraduate students from a nursing college were divided into experimental group (n=32) and control group (n=133). Pre- and post-tests were implemented to evaluate the effectiveness of this education program using the self-directed learning scale of nursing undergraduates. Qualitative interview was undertaken within participants from the experimental group to obtain their insights into the influence of this program. Both quantitative and qualitative analyses showed that the program contributed to nursing students' self-directed learning ability. In the experimental group, the post-test score showed an increase compared with pretest score (plearning activities and influence on learning environment. It can be found in the qualitative analysis that learners benefited from this program. The education program contributes to the improvement of nursing undergraduates' self-directed learning. Various pedagogic methods could be applied for self-directed learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Self-directed learning readiness and nursing competency among undergraduate nursing students in Fujian province of China

    OpenAIRE

    Gui-Fang Yang; Xiao-Ying Jiang

    2014-01-01

    Aims: We examined the relationship between self-directed learning readiness (SDLR) and nursing competency among undergraduate nursing students. Background: There is little evidence-based data related to the relationship between self-directed learning (SDL) and nursing competency. Methods: A descriptive correlational design was used. We conducted convenience sampling of 519 undergraduate nursing students from three universities during their final period of clinical practice. We investiga...

  5. Factors Affecting the Self-directed Learning of Students at Clinical Practice Course for Advanced Practice Nurse

    Directory of Open Access Journals (Sweden)

    Miyoung Kim, RN, PhD, MBA, GNP

    2011-03-01

    Conclusions: This study demonstrated the hierarchical relationship among belongingness, self-esteem, and self-directed learning based on the conceptual framework developed by Levett-Jones and Lathlean, thus proving the usefulness of this framework for application in the field. Therefore, this study found that there are needs of high self-esteem and belongingness in order to improve self-directed learning for APN students in clinical practice.

  6. CaPOW! Using Problem Sets in a Capstone Course to Improve Fourth-Year Medical Students' Confidence in Self-Directed Learning.

    Science.gov (United States)

    Clay, Alison S; Ming, David Y; Knudsen, Nancy W; Engle, Deborah L; Grochowski, Colleen O'Connor; Andolsek, Kathryn M; Chudgar, Saumil M

    2017-03-01

    Despite the importance of self-directed learning (SDL) in the field of medicine, individuals are rarely taught how to perform SDL or receive feedback on it. Trainee skill in SDL is limited by difficulties with self-assessment and goal setting. Ninety-two graduating fourth-year medical students from Duke University School of Medicine completed an individualized learning plan (ILP) for a transition-to-residency Capstone course in spring 2015 to help foster their skills in SDL. Students completed the ILP after receiving a personalized report from a designated faculty coach detailing strengths and weaknesses on specific topics (e.g., pulmonary medicine) and clinical skills (e.g., generating a differential diagnosis). These were determined by their performance on 12 Capstone Problem Sets of the Week (CaPOWs) compared with their peers. Students used transitional-year milestones to self-assess their confidence in SDL. SDL was successfully implemented in a Capstone course through the development of required clinically oriented problem sets. Coaches provided guided feedback on students' performance to help them identify knowledge deficits. Students' self-assessment of their confidence in SDL increased following course completion. However, students often chose Capstone didactic sessions according to factors other than their CaPOW performance, including perceived relevance to planned specialty and session timing. Future Capstone curriculum changes may further enhance SDL skills of graduating students. Students will receive increased formative feedback on their CaPOW performance and be incentivized to attend sessions in areas of personal weakness.

  7. Boosting Vocabulary Learning through Self-Assessment in an English Language Teaching Context

    Science.gov (United States)

    Duque Micán, Adriana; Cuesta Medina, Liliana

    2017-01-01

    This study explores the influence of self-assessment of vocabulary competence on a group of students' oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students' learning logs, field notes and…

  8. Constructive, collaborative, contextual, and self-directed learning in surface anatomy education.

    Science.gov (United States)

    Bergman, Esther M; Sieben, Judith M; Smailbegovic, Ida; de Bruin, Anique B H; Scherpbier, Albert J J A; van der Vleuten, Cees P M

    2013-01-01

    Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self-directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self-directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect. Copyright © 2012 American Association of Anatomists.

  9. A self-directed learning intervention for radiographers rating mammographic breast density

    International Nuclear Information System (INIS)

    Ekpo, E.U.; Hogg, P.; Wasike, E.; McEntee, M.F.

    2017-01-01

    Purpose: Subjective methods of mammographic breast density (MBD) assessment are prone to inter-reader variability. This work aims to assess the impact of a short self-directed, experiential learning intervention on radiographers' reproducibility of MBD assessment. Method: The study used two sets of images (test and learning intervention) containing left craniocaudal and left mediolateral oblique views. The test set had MBD ratings from Volpara™ and radiologists using the fourth edition Breast Imaging and Data Systems (BI-RADS ® ). Seven radiographers rated the MBD of the test set before and after a self-directed learning intervention using the percentage descriptors in the fourth edition BI-RADS ® Atlas. The inter-reader agreement, the agreement between radiographers and Volpara™ as well as radiologists, was assessed using a Weighted Kappa (κ w ). Results: Overall, radiographers' inter-reader agreement (κ w ) was substantial (0.79; 95% CI: 0.70–0.87) before the intervention and almost perfect (0.84; 95% CI: 0.77–0.90) after the intervention. Before the intervention, radiographers demonstrated fair agreement with radiologists (0.24; 95% CI: −0.46–0.61) and Volpara™ (0.24; 95% CI: −0.41–0.59). A fair but slightly improved agreement was also observed between radiographers and radiologists (0.31; 95% CI: −0.33–0.64) as well as Volpara™ (0.28; 95% CI: −0.34–0.61) after the intervention. Conclusion: Findings demonstrate that a short duration self-directed, experiential learning intervention reduces inter-reader differences in MBD classification, but has a negligible impact on improving the agreement between inexperienced and expert readers. - Highlights: • Radiographers' MBD rating show fair agreement with radiologists and Volpara™. • Experiential learning intervention improved reproducibility of MBD classification. • Enhanced MBD rating training may be required to develop a standard fit for practice.

  10. Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR Setting

    Directory of Open Access Journals (Sweden)

    Jenny Mendieta

    2015-04-01

    Full Text Available This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998 could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher's journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants' learning attitudes and habits positively.

  11. The Influence of Complexity and Uncertainty on Self-Directed Team Learning

    Science.gov (United States)

    Gray, David

    2012-01-01

    To help increase the effectiveness of self-directed teams, this paper studies the attitudes and behaviour of self-directed team members during the course of a computer simulated marketing strategy game. Self-directed teams are used widely throughout organisations yet receive little scrutiny when they undertake a task which is subject to conditions…

  12. Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

    International Nuclear Information System (INIS)

    Shin, Jae Goo; Park, Soo Jin; Kim, Yon Min

    2016-01-01

    The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning ,self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods

  13. Study on the effect of smart learning applied at a radiationtherapy subject on self directed learning, self learning efficacy, learning satisfaction of college students

    Energy Technology Data Exchange (ETDEWEB)

    Shin, Jae Goo; Park, Soo Jin [Daegu Health College, Daegu (Korea, Republic of); Kim, Yon Min [Dept. of Radiotechnology, Wonkwang Health Science University, Iksan (Korea, Republic of)

    2016-12-15

    The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 102 in 3 classes were surveyed at the end of semester. The research data was analyzed using SPSS also self directed learning ,self learning efficacy, learning satisfaction analyzed t-test, ANOVA and Pearson's correlation coefficient results were followings. First, Men is more higher than women in a self learning efficacy, self directed learning, learning satisfaction. Second, in a learning satisfaction smart learning ever heard in a first time group more satisfaction. Third, during the smart learning classes a students appeared a positive response. As a results, learning satisfaction will increase a learning when learners need a ability of self control planning and learning motivation by themselves in voluntarily and actively. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

  14. Educational strategies associated with development of problem-solving, critical thinking, and self-directed learning.

    Science.gov (United States)

    Hendricson, William D; Andrieu, Sandra C; Chadwick, D Gregory; Chmar, Jacqueline E; Cole, James R; George, Mary C; Glickman, Gerald N; Glover, Joel F; Goldberg, Jerold S; Haden, N Karl; Meyerowitz, Cyril; Neumann, Laura; Pyle, Marsha; Tedesco, Lisa A; Valachovic, Richard W; Weaver, Richard G; Winder, Ronald L; Young, Stephen K; Kalkwarf, Kenneth L

    2006-09-01

    This article was developed for the Commission on Change and Innovation in Dental Education (CCI), established by the American Dental Education Association. CCI was created because numerous organizations within organized dentistry and the educational community have initiated studies or proposed modifications to the process of dental education, often working to achieve positive and desirable goals but without coordination or communication. The fundamental mission of CCI is to serve as a focal meeting place where dental educators and administrators, representatives from organized dentistry, the dental licensure community, the Commission on Dental Accreditation, the ADA Council on Dental Education and Licensure, and the Joint Commission on National Dental Examinations can meet and coordinate efforts to improve dental education and the nation's oral health. One of the objectives of the CCI is to provide guidance to dental schools related to curriculum design. In pursuit of that objective, this article summarizes the evidence related to this question: What are educational best practices for helping dental students acquire the capacity to function as an entry-level general dentist or to be a better candidate to begin advanced studies? Three issues are addressed, with special emphasis on the third: 1) What constitutes expertise, and when does an individual become an expert? 2) What are the differences between novice and expert thinking? and 3) What educational best practices can help our students acquire mental capacities associated with expert function, including critical thinking and self-directed learning? The purpose of this review is to provide a benchmark that faculty and academic planners can use to assess the degree to which their curricula include learning experiences associated with development of problem-solving, critical thinking, self-directed learning, and other cognitive skills necessary for dental school graduates to ultimately become expert performers as

  15. Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study.

    Science.gov (United States)

    Cadorin, L; Rei, A; Dante, A; Bulfone, T; Viera, G; Palese, A

    2015-06-01

    In accordance with Knowles's theory, self-directed learning (SDL) may be improved with tutorial strategies focused on guided reflection and critical analysis of the learning process. No evidence on effects on SDL abilities of different tutorial strategies offered to nursing students during the 1st clinical experience is available. To evaluate the effect of different tutorial strategies offered to nursing students on their SDL abilities. A pre-post intervention non-equivalent control group design was adopted in 2013. For the treatment group, structured and intensive tutorial interventions including different strategies such as briefing, debriefing, peer support, Socratic questioning, performed by university tutors were offered during the 1st clinical experience; for the control group, unstructured and non-intensive tutorial strategies were instead offered. Two Bachelor of Nursing Degree. Students awaiting their clinical experience (n=238) were the target sample. Those students who have completed the pre- and the post-intervention evaluation (201; 84.4%) were included in the analysis. SDL abilities were measured with the SRSSDL_ITA (Self Rating Scale of Self Directed Learning-Italian Version). A multiple linear regression analysis was developed to explore the predictive effect of individual, contextual and intervention variables. Three main factors explained the 36.8% of the adjusted variance in SDL scores have emerged: a) having received a lower clinical nurse-to-student supervision (B 9.086, β 2.874), b) having received higher level and structured tutorial intervention by university tutors (B 8.011, β 2.741), and c) having reported higher SDL scores at the baseline (B .550, β .556). A lower clinical nurse-to-student ratio (1:4), accompanied by unstructured and non-intensive tutorial intervention adopted by university tutors, seemed to be equivalent to an intensive clinical supervision (1:1) accompanied by higher level and structured tutorial strategies activated

  16. A Quasi-Linear Behavioral Model and an Application to Self-Directed Learning

    Science.gov (United States)

    Ponton, Michael K.; Carr, Paul B.

    1999-01-01

    A model is presented that describes the relationship between one's knowledge of the world and the concomitant personal behaviors that serve as a mechanism to obtain desired outcomes. Integrated within this model are the differing roles that outcomes serve as motivators and as modifiers to one's worldview. The model is dichotomized between general and contextual applications. Because learner self-directedness (a personal characteristic) involves cognition and affection while self-directed learning (a pedagogic process) encompasses conation, behavior and introspection, the model can be dichotomized again in another direction. Presented also are the roles that cognitive motivation theories play in moving an individual through this behavioral model and the roles of wishes, self-efficacy, opportunity and self-influence.

  17. Self-Assessment of Gerontology Teaching Practice: A First-Step in Enhancing Student Learning

    Science.gov (United States)

    VonDras, Dean D.

    2008-01-01

    This article discusses self-assessment of gerontology teaching practice. Through a process of self-reflection one may find insight into their teaching and, concomitantly, develop best-practices for enhancing student learning in gerontology. A self-assessment framework is presented, illuminating best-practices in the areas of the lecture-discussion…

  18. Relationship between Student's Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

    Science.gov (United States)

    Saeid, Nasim; Eslaminejad, Tahere

    2017-01-01

    Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between…

  19. Understanding Self-Directed Learning in the Context of Mobile Web 2.0--Case Study with Workplace Learners

    Science.gov (United States)

    Gu, Jia

    2016-01-01

    This paper presents the findings from a multiple-case study which has investigated the impact of mobile Web 2.0 technologies on self-directed learning (SDL) of workplace learners by exploring participants' learning experiences with a mobile App. Drawing on existing literatures, we examined learners' SDL personal attributes and process in the…

  20. Enhancing Learners' Self-Directed Use of Technology for Language Learning: The Effectiveness of an Online Training Platform

    Science.gov (United States)

    Lai, Chun; Shum, Mark; Tian, Yan

    2016-01-01

    Enhancing self-directed use of technology for language learning is essential for maximizing the potential of technology for language learning. Understanding how to construct learner training to promote this critical competency is of great significance. This study examined the effectiveness of an online training platform aimed at enhancing the…

  1. Promoting Learning Achievement, Problem Solving, and Learning Curiosity of High School Students: Empirical Thai Study of Self-directed Learning in Physics Course

    Directory of Open Access Journals (Sweden)

    Wittaya Worapun

    2017-11-01

    Full Text Available Three phases of this research were employed to study learning achievement, problem solving, and learning curiosity among 43 students in the 11th grade through self-directed learning in a Physics course. Research instruments included: a learning achievement test, a test of curiosity, observations using anecdotal evidence of curiosity, and a test of problem solving ability. The findings show that six components of self-directed learning were evident, i.e. principles and basic concepts, syntax, social system, principle of reaction, and support system. It was found that five main procedures of self-directed learning were applicable in a management model: diagnosis, strategies, growth in habit, taking action, and summarizing and assessing. Students gained in their learning achievement ; furthermore, their posttest scores in problem solving were greater than their pretest scores at .05 level of statistical significance.

  2. The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education

    Science.gov (United States)

    Akgunduz, Devrim; Akinoglu, Orhan

    2016-01-01

    The main purpose of this study is to investigate the effect of blended learning and social media supported learning on the students' attitude and self-directed learning skills in Science Education. This research took place with the 7th grade 74 students attending to a primary school in Kadikoy, Istanbul and carried out "Our Body Systems"…

  3. Exploratory Study of Rural Physicians' Self-Directed Learning Experiences in a Digital Age.

    Science.gov (United States)

    Curran, Vernon; Fleet, Lisa; Simmons, Karla; Ravalia, Mohamed; Snow, Pamela

    2016-01-01

    The nature and characteristics of self-directed learning (SDL) by physicians has been transformed with the growth in digital, social, and mobile technologies (DSMTs). Although these technologies present opportunities for greater "just-in-time" information seeking, there are issues for ensuring effective and efficient usage to compliment one's repertoire for continuous learning. The purpose of this study was to explore the SDL experiences of rural physicians and the potential of DSMTs for supporting their continuing professional development (CPD). Semistructured interviews were conducted with a purposive sample of rural physicians. Interview data were transcribed verbatim and analyzed using NVivo analytical software and thematic analysis. Fourteen (N = 14) interviews were conducted and key thematic categories that emerged included key triggers, methods of undertaking SDL, barriers, and supports. Methods and resources for undertaking SDL have evolved considerably, and rural physicians report greater usage of mobile phones, tablets, and laptop computers for updating their knowledge and skills and in responding to patient questions/problems. Mobile technologies, and some social media, can serve as "triggers" in instigating SDL and a greater usage of DSMTs, particularly at "point of care," may result in higher levels of SDL. Social media is met with some scrutiny and ambivalence, mainly because of the "credibility" of information and risks associated with digital professionalism. DSMTs are growing in popularity as a key resource to support SDL for rural physicians. Mobile technologies are enabling greater "point-of-care" learning and more efficient information seeking. Effective use of DSMTs for SDL has implications for enhancing just-in-time learning and quality of care. Increasing use of DSMTs and their new effect on SDL raises the need for reflection on conceptualizations of the SDL process. The "digital age" has implications for our CPD credit systems and the roles

  4. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

    NARCIS (Netherlands)

    Khoiriyah, U.; Roberts, C.; Jorm, C.; Vleuten, C.P. van der

    2015-01-01

    BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL

  5. Towards professionalism in music: self-assessed learning strategies of conservatory music students

    OpenAIRE

    Virkkula, Esa; Nissilä, Säde-Pirkko

    2017-01-01

    One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in...

  6. Role of Self-Directed Learning in Communication Competence and Self-Efficacy.

    Science.gov (United States)

    Song, Youngshin; Yun, Soon Young; Kim, Sun-Ae; Ahn, Eun-Kyong; Jung, Mi Sook

    2015-10-01

    Although effective self-directed learning (SDL) has been shown to improve clinical performance, little is known about its role between communication competence and communication self-efficacy in nursing students. This study aimed to identify whether SDL mediates the relationship between communication competence and communication self-efficacy. A cross-sectional survey was conducted with a sample of 213 nursing students taking a basic fundamentals of nursing course. A path diagram, using structural equation modeling, was used to estimate the direct and indirect effects of communication competence on communication self-efficacy, controlling for SDL as a mediator. A structural equation model confirmed direct and indirect effects of communication competence on communication self-efficacy when SDL was controlled as a mediator. An appropriate fit to the data was identified in this mediation model of SDL. For enhancing self-efficacy regarding communication skill, the specified SDL program based on the level of communication competence will yield more effective results. Copyright 2015, SLACK Incorporated.

  7. Madness at the movies: prioritised movies for self-directed learning by medical students.

    Science.gov (United States)

    Wilson, Nick; Heath, Deb; Heath, Tim; Gallagher, Peter; Huthwaite, Mark

    2014-10-01

    We aimed to systematically compile a list of 10 movies to facilitate self-directed learning in psychiatry by medical students. The selected areas were those of the top five mental health conditions from the Global Burden of Disease 2010 study. The search strategy for movies covered an extensive range of sources (published literature and websites), followed by closer examination and critical viewing of a sample. Out of a total of 503 potential movies that were identified, 23 were selected for viewing and more detailed critique. The final top 10 were: for depressive and anxiety disorders: Ordinary People (1980), Silver Linings Playbook (2012); for illicit drug use: Trainspotting (1996), Winter's Bone (2010), Rachel Getting Married (2008), Half Nelson (2006); for alcohol use disorders: Another Year (2010), Passion Fish (1992); and for schizophrenia: The Devil and Daniel Johnston (2006), and An Angel at My Table (1990). The final selection of 10 movies all appeared to have relatively high entertainment value together with rich content in terms of psychiatric themes. Further research could evaluate the extent to which medical students actually watch such movies, by assessing the level of withdrawals from a medical school library and surveying student responses. © The Royal Australian and New Zealand College of Psychiatrists 2014.

  8. Self-directed Learning in Otolaryngology Residents' Preparation for Surgical Cases.

    Science.gov (United States)

    Jabbour, Jad; Bakeman, Anna; Robey, Thomas; Jabbour, Noel

    2017-04-01

    To characterize the nature of surgical preparation among otolaryngology residents nationwide, determine the self-rated effectiveness and efficiency of case preparation practices, and identify potential means for educational improvement. A survey examining the study objectives was developed and distributed to otolaryngology residents nationwide. Survey response data were submitted to descriptive analysis and comparative analyses between junior and senior residents. Literature regarding case preparation among otolaryngology residents was reviewed. Among 108 resident respondents, the most commonly used resources included textbooks (86.1%), surgical education websites (74.1%), and surgical atlases (66.7%). Time was the primary limitation (cited by 84.3%) and convenience the predominant factor influencing resource selection (92.5%). On a 5-point Likert scale, mean scores regarding effectiveness and efficiency of case preparation were 3.53 ± 0.68 and 3.19 ± 0.88, respectively. Senior residents compared to junior residents were more likely to rate their preparation as effective (3.75 ± 0.54 vs 3.40 ± 0.72, P = .008) and efficient (3.45 ± 0.85 vs 3.03 ± 0.86, P = .02). Otolaryngology residents do not consistently rate their case preparation as effective or efficient. While there appears to be progress in self-directed learning throughout residency, room for improvement remains, with potential avenues for such improvement explored here.

  9. Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers

    Science.gov (United States)

    Bonk, Curtis J.; Lee, Mimi Miyoung; Kou, Xiaojing; Xu, Shuya; Sheu, Feng-Ru

    2015-01-01

    This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners who subscribed to the monthly OpenCourseWare (OCW) e-newsletter from MIT. Data collection included a 25-item survey of 1,429 newsletter subscribers; 613 of whom also completed an…

  10. The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation and Retention

    Science.gov (United States)

    Alsancak Sirakaya, Didem; Ozdemir, Selçuk

    2018-01-01

    This study examined the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the "Scientific Research Methods" course and were studying in two different classes in the Faculty of Education at Ahi Evran…

  11. A Study on the Relationship between Self Directed Learning and Achievement in Information Technology of Students at Secondary Level

    Science.gov (United States)

    Jaleel, Sajna; O. M., Anuroofa

    2017-01-01

    Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly. Today, educators are preparing learners for a world we cannot even predict, and self-directed learning has become an essential foundation for 21st century learners. In recent years teachers are giving importance…

  12. Effects of Motivation, Academic Stress and Age in Predicting Self-Directed Learning Readiness (SDLR): Focused on Online College Students

    Science.gov (United States)

    Heo, JeongChul; Han, Sumi

    2018-01-01

    The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who…

  13. The Self-Rating Scale of Self-Directed Learning (SRSSDL): a factor analysis of the Italian version.

    Science.gov (United States)

    Cadorin, Lucia; Bortoluzzi, Guido; Palese, Alvisa

    2013-12-01

    The development of self-directed learning (SDL) is a growing priority among nurses and other health care workers: they need to be prepared in order for their university education to be effective and relevant to their lifelong learning. To learn in a self-directed manner, it is necessary to develop an awareness of one's ability to self-learn and then to implement appropriate and effective strategies; progress must be assessed using validated measurement tools. The aim of this study was to examine the factor structure of the Italian version of the Self-Rating Scale of Self-directed Learning (SRSSDL(Ita)), and to provide evidence of its validity. A cross-sectional design was undertaken. Given that the instrument is composed of 60 items, a total of 600 to 900 participants were targeted. In addition, according to the theoretical assumption that self-directed learning - as a crucial component of lifelong learning - is a measurable skill that is developed across the individual's professional life, a maximum variation sample was examined. Therefore, 847 participants were involved, including 453 nurses, 141 radiology technicians, 182 nursing students and 68 radiology technician students. Principal component analysis and factor analysis were performed. The Italian version of the SRSSDL Scale consists of 40 items composed of eight factors: Awareness (α=0.805), Attitudes (α=0.778), Motivation (α=0.789), Learning Strategies (α=0.789), Learning Methods (α=0.781), Learning Activities (α=0.676), Interpersonal Skills (α=0.684), and Constructing Knowledge (α=0.732). The SRSSDLIta consists of 40 items across eight factors. The shorter Italian version might reduce the time needed to complete, thereby making the tool faster and easier to use. Copyright © 2013 Elsevier Ltd. All rights reserved.

  14. Instruments evaluating the self-directed learning abilities among nursing students and nurses: a systematic review of psychometric properties.

    Science.gov (United States)

    Cadorin, Lucia; Bressan, Valentina; Palese, Alvisa

    2017-11-25

    Modern healthcare institutions are continuously changing, and Self-Directed Learning (SDL) abilities are considered a prerequisite for both nursing students and nurses in order to be proactive about these demanding challenges. To date, no systematic reviews of existing instruments aimed at detecting and critically evaluating SDL abilities have been published. Therefore, the aims of this review are: 1) identify the instruments for assessment of SDL abilities among nursing students and nurses; 2) critically evaluate the methodological studies quality; and 3) compare the psychometric properties of the available instruments. A psychometric-systematic-review was performed. CDSR, CINAHL, ERIC, MEDLINE, PROSPERO, SCOPUS databases were searched without restrictions in time and setting. All primary studies involving nursing students or nurses, written in English and aimed at validating SDL assessment tools, were included. Studies retrieved were evaluated according to the COnsensus-based-Standards for the selection of health Measurement-INstruments (COSMIN) panel. Study inclusion, data extraction and quality assessment were performed by researchers independently. Eleven studies were included and four tools based on Knowles's theory have emerged: 1) the Self-Directed Learning Readiness Scale; 2) the Self-Directed Learning Readiness Scale for Nursing Education; 3) the Self-Rating Scale of Self-Directed Learning, and 4) the Self-Directed Learning Instrument. A few psychometric properties have been considered in each study, from two to four out of the ten required. The quality of the methodologies used was in general, from fair to poor with the exception of one instrument (the Self-Directed-Learning-Instrument). The psychometric proprieties that emerged across the tools were good in general: the Cronbach α was from 0.73 to 0.91; structural validities have also reported good indexes both in the explorative and in the confirmative factor analyses. On the basis of the findings

  15. Instruments evaluating the self-directed learning abilities among nursing students and nurses: a systematic review of psychometric properties

    Directory of Open Access Journals (Sweden)

    Lucia Cadorin

    2017-11-01

    Full Text Available Abstract Background Modern healthcare institutions are continuously changing, and Self-Directed Learning (SDL abilities are considered a prerequisite for both nursing students and nurses in order to be proactive about these demanding challenges. To date, no systematic reviews of existing instruments aimed at detecting and critically evaluating SDL abilities have been published. Therefore, the aims of this review are: 1 identify the instruments for assessment of SDL abilities among nursing students and nurses; 2 critically evaluate the methodological studies quality; and 3 compare the psychometric properties of the available instruments. Methods A psychometric-systematic-review was performed. CDSR, CINAHL, ERIC, MEDLINE, PROSPERO, SCOPUS databases were searched without restrictions in time and setting. All primary studies involving nursing students or nurses, written in English and aimed at validating SDL assessment tools, were included. Studies retrieved were evaluated according to the COnsensus-based-Standards for the selection of health Measurement-INstruments (COSMIN panel. Study inclusion, data extraction and quality assessment were performed by researchers independently. Results Eleven studies were included and four tools based on Knowles’s theory have emerged: 1 the Self-Directed Learning Readiness Scale; 2 the Self-Directed Learning Readiness Scale for Nursing Education; 3 the Self-Rating Scale of Self-Directed Learning, and 4 the Self-Directed Learning Instrument. A few psychometric properties have been considered in each study, from two to four out of the ten required. The quality of the methodologies used was in general, from fair to poor with the exception of one instrument (the Self-Directed-Learning-Instrument. The psychometric proprieties that emerged across the tools were good in general: the Cronbach α was from 0.73 to 0.91; structural validities have also reported good indexes both in the explorative and in the confirmative

  16. promoting self directed learning in simulation based discovery learning environments through intelligent support.

    NARCIS (Netherlands)

    Veermans, K.H.; de Jong, Anthonius J.M.; van Joolingen, Wouter

    2000-01-01

    Providing learners with computer-generated feedback on their learning process in simulationbased discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for

  17. Self-directed learning in gross human anatomy: assessment outcomes and student perceptions.

    Science.gov (United States)

    Smythe, Gayle; Hughes, Diane

    2008-01-01

    Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first self-directed topic as they did in lecture-based material, but performance declined significantly on the second self-directed topic. Correlations showed that students who performed well in lecture-based topics also performed well on self-directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content, and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self-directed modes for the first time.

  18. Self-Assessment: Challenging Students to Take Charge of Learning

    Science.gov (United States)

    Harada, Violet H.

    2010-01-01

    Students are frequently unaware that they hold the power of learning in their own hands. Their ability to figure out what they are doing and where they are heading are crucial keys to consciously applying learning strategies, developing effective work habits, and assessing their own performance. The ability to regulate one's own learning means…

  19. Flipped-learning course design and evaluation through student self-assessment in a predental science class.

    Science.gov (United States)

    Ihm, Jungjoon; Choi, Hyoseon; Roh, Sangho

    2017-06-01

    This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. This study offered insights into how to design a flipped learning course in terms of predental students' preference and their learning readiness. Although learning success in a flipped classroom depends on the students' self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

  20. Flipped-learning course design and evaluation through student self-assessment in a predental science class

    Directory of Open Access Journals (Sweden)

    Jungjoon Ihm

    2017-06-01

    Full Text Available Purpose This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Methods Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3% answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. Results The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00, whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49. Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. Conclusion This study offered insights into how to design a flipped learning course in terms of predental students’ preference and their learning readiness. Although learning success in a flipped classroom depends on the students’ self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

  1. The Effect of Collaborative Learning and Self-Assessment on Self-Regulation

    Science.gov (United States)

    Hatami, Ali

    2015-01-01

    In this study, the effects of teacher assistants' collaborative learning and learners' self-assessment on self-regulation and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners'…

  2. Design guidelines for self-assessment support for adult academic distance learning

    NARCIS (Netherlands)

    Menendez Blanco, Maria; Van der Veer, Gerrit; Benvenuti, Laura; Kirschner, Paul A.

    2011-01-01

    Menendez Blanco, M., Van der Veer, G., Benvenuti, L., & Kirschner, P. A. (2011). Design guidelines for self-assessment support for adult academic distance learning. In H-J Shalin (Ed.), Constructing self-discovery learning spaces online: scaffolding and decision making technologies (pp. 169-198).

  3. Relationship of Teaching Efficiency with Academic Self-Efficacy and Self-Directed Learning among English Language Students: University Students’ Perspectives

    Directory of Open Access Journals (Sweden)

    Maryam Shohoudi

    2015-09-01

    Full Text Available Introduction: Self-directed learning is originated from adult education which has currently gained a special place in educational systems and is influenced by many variables such as teaching self-efficacy and self-directed learning. This research investigated the relationship of teachers’ teaching with academic self-efficacy and self-directed learning from English language students' perspectives. Methods: The study population comprised of all bachelor, master and Ph.D. English language students of Allameh Tabataba’i University (2014-2015 who had passed at least one semester. A total of 159 students were selected as study sample using Cochran formula and proportional stratified sampling. The data were collected through three standard questionnaires with confirmed validity and reliability. Data were analyzed by one-sample t-test, Pearson correlation and multiple regression. Results: With regard to teaching efficiency, content presentation, learning evaluation and class management skills were higher than average and lesson planning and control over content skills were at an average level. Also, all dimensions of academic self-efficacy and self-directed learning were significantly higher than average. The correlation between teaching efficiency and self-efficacy (r=0.367 and self-directed learning (r=0.571, and between self-efficacy and self-directed learning (r=0.523 was statistically significant (P<0.01. Moreover, a combination of teaching efficiency dimensions could predict different dimensions of self-efficacy and all components of self-directed learning. Furthermore, self-efficacy dimensions were good predictors of self-directed learning. Conclusion: Success in the realm of academia and organizational learning depends on the learners’ updated knowledge and skills and self-directed learning. Also, it seems teachers’ efficient teaching affects students’ academic self-efficacy, orienting them toward self-directed learning.

  4. Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

    Science.gov (United States)

    Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

    2010-03-01

    Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

  5. Can Individualized Learning Plans in an advanced clinical experience course for fourth year medical students foster Self-Directed Learning?

    Science.gov (United States)

    Chitkara, Maribeth B; Satnick, Daniel; Lu, Wei-Hsin; Fleit, Howard; Go, Roderick A; Chandran, Latha

    2016-09-01

    Residency programs have utilized Individualized Learning Plans (ILPs) to customize resident education while undergraduate medical education has not done so in a meaningful way. We discuss the use of ILPs within a fourth year medical school course to facilitate self-directed learning (SDL). At Stony Brook University School of Medicine, an ILP component was added to the Advanced Clinical Experience (ACE) course for fourth year students. Each completed an ILP outlining personal learning goals and strategies to achieve them. An adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) (Duncan T and McKeachie W, Educ Psych 40(2):117-128, 2005 and Cook DA et al., Med Ed 45:1230-1240, 2011) was used to measure success of ILPs in improving SDL. Qualitative data analysis was conducted on the ILPs and self-reflections. Forty-eight students participated. Two of the four SDL sub-domains identified on the MSLQ showed improvement; self-efficacy (p = .001) and self-regulation (p = .002). 'Medical Knowledge' was the competency most frequently identified as an area of concentration (90 %) and professionalism was selected least frequently (4 %). A higher percentage (83 %) of students who reported complete achievement of their ILP goals also reported feeling better prepared for entering residency. ILPs improve SDL strategies among medical students and may serve as useful tools to help shape future learning goals as they transition to residency training.

  6. A Journey Through Self-Assessment, Learning, and Continous Improvement

    DEFF Research Database (Denmark)

    Jørgensen, Frances

    The main objective of the research presented in this thesis is to describe and understand the process and effects of facilitated Continuos Improvement (CI) on group learning in order to infer actionable CI implementation knowledge. In order to fulfil this objective, a longitudinal study....... The thesis also includes brief overviews of the relevant leterature, including continuos improvement, self-assesment, group and organizational learning, and organizational culture....

  7. Chameleonic Learner: Learning and Self-Assessment in Context

    Science.gov (United States)

    Bourke, Roseanna

    2010-01-01

    Author Dr Roseanna Bourke takes the reader on a fascinating exploration of learning: the theory, practice and young people's take on it. What do you say to a young person who tells you her brain is an eighth full? Or to the one who says he only knows he has learned something when he receives a stamp or a sticker? This book is about how learners…

  8. Self-Directed Learning: College Students' Technology Preparedness Change in the Last 10 Years

    Science.gov (United States)

    Caravello, Michael J.; Jiménez, Joel R.; Kahl, Lois J.; Brachio, Brian; Morote, Elsa-Sofia

    2015-01-01

    This study compares a sample of approximately 44 first year college students in 2005 and 2015 on Long Island, New York, in their technology preparedness and self-directed instruction. The researchers used a survey instrument including demographic information focused upon students' preparation for classroom technology in high school and college.…

  9. Self-Directed Learning: To Be Aware or Not To Be Aware.

    Science.gov (United States)

    Rhee, Kenneth S.

    2003-01-01

    Critical incident interviews and questionnaire were used to measure behavior change in 25 business students who engaged in repeated reflections on self-directed change and 20 controls. Both groups improved managerial skills. Those in the reflection group were more aware of their own change but overestimated the extent of it. (Contains 45…

  10. Factors related to self-directed learning readiness of students in health professional programs: A scoping review.

    Science.gov (United States)

    Slater, Craig E; Cusick, Anne

    2017-05-01

    Academic and professional drivers have stimulated interest in self-directed learning of students in pre-certification health professional programs. Particular attention has focussed on factors which may influence a students' readiness for self-directed learning. A five stage structured scoping review of published literature was conducted to identify measures of self-directed learning readiness used with students in pre-certification health professional programs and those factors that have been investigated as potential determinants. Relevant articles were identified in six databases using key search terms and a search strategy. Two independent reviewers used criteria to cull irrelevant sources. Articles which met eligibility criteria were charted. The final analysis included 49 articles conducted in nursing, medicine, physiotherapy, pharmacy, occupational therapy and dentistry cohorts. Twenty-one potential determinants had been investigated with gender, year level, age program delivery and previous education level the most common. Self-directed learning readiness has been of interest globally, mostly in medicine and nursing, and studies have nearly exclusively used one of two instruments. There is nascent evidence that age, year level and previous education level may have positive influence. These factors have in common the passing of time and may in fact be proxy for more encompassing developmental or social constructs. Further research is needed particularly in the allied health professions where there is limited research in very few disciplines. Studies in interprofessional contexts may be an efficient approach to increasing the knowledge base. Further work is also warranted to determine appropriate use of the two instruments across the range of health disciplines. Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. The effects of student self-assessment on learning in removable prosthodontics laboratory.

    Science.gov (United States)

    Chambers, David W; LaBarre, Eugene E

    2014-05-01

    It has been consistently shown that there is a weak association between student self-assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self-assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, defined as change in performance, is a function of ability and self-assessment. Dental students at one U.S. dental school self-assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six-month period. Faculty evaluations of these projects were used to determine students' understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self-assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.

  12. Workplace Factors Which Enhance Self-Directed Learning. A Report of a Project on Self-Directed Learning in the Workplace.

    Science.gov (United States)

    Baskett, H. K. Morris

    A study to explore organizational conditions that facilitate workplace learning involved 35 resource development consultants in Calgary, Alberta, Canada and line staff from 22 organizations in a 9-hour participatory research workshop using Appreciative Inquiry--a technology emphasizing the positive or "life-giving" forces which…

  13. Self-Assessment Exercises in Continuum Mechanics with Autonomous Learning

    Science.gov (United States)

    Marcé-Nogué, Jordi; Gil, LLuís; Pérez, Marco A.; Sánchez, Montserrat

    2013-01-01

    The main objective of this work is to generate a set of exercises to improve the autonomous learning in "Continuum Mechanics" through a virtual platform. Students will have to resolve four exercises autonomously related to the subject developed in class and they will post the solutions on the virtual platform within a deadline. Students…

  14. Using M-learning as a Means to Promote Self-direction and Engagement in Apprenticeship Theoretical Lessons

    Directory of Open Access Journals (Sweden)

    Alan O'Donnell

    2014-06-01

    Full Text Available An exploratory case study was carried out to investigate if the use of mobile phones as a tool for learning could address concerns over the current learning of the carpentry and joinery apprentices in the Dublin Institute of Technology. The concerns are regarding a lack of learner self-direction and engagement with the learning content. A high level of mobile phone usage was apparent among the apprentice cohort. It was decided to take advantage of the potential learning opportunity offered by mobile technologies to promote the learning and engagement of the apprentices. Towards this goal, a compatible resource was developed, hosting presentations, course content, videos and questions. This study explored the views of the learners in the carpentry and joinery trade apprenticeship and their attitudes towards developing an m-learning resource. The aim of the research was to explore if this m-learning resource encouraged self-direction and engagement. Further objectives of this study were to establish a start point for further research projects and resource development.

  15. External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study.

    Science.gov (United States)

    Hammarlund, Catharina Sjödahl; Nilsson, Maria H; Gummesson, Christina

    2015-01-01

    Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students' learning processes and their adaptation to self-directed learning online. Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students' self-reflections, written during a five week self-directed, problem-oriented online course. Two categories emerged: 'the influence of the structured framework' and 'communication and interaction with teachers and peers.' The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.

  16. Self-Assessment in the REAP Tutor: Knowledge, Interest, Motivation, & Learning

    Science.gov (United States)

    Dela Rosa, Kevin; Eskenazi, Maxine

    2013-01-01

    Self-assessment questionnaires have long been used in tutoring systems to help researchers measure and evaluate various aspects of a student's performance during learning activities. In this paper, we chronicle the efforts made in the REAP project, a language tutor developed to teach vocabulary to ESL students through reading activities, to…

  17. The Impact of Curriculum Developed in Line with Authentic Learning on the Teacher Candidates' Success, Attitude and Self-Directed Learning Skills

    Science.gov (United States)

    Hursen, Cigdem

    2016-01-01

    The purpose of this study is to determine the impact of the curriculum developed in line with authentic learning on the teacher candidates' success, attitudes towards courses and self-directed learning skills. The study, that is quantitative in nature, is carried out with 64 teacher candidates studying at Near East University and taking the course…

  18. Modelling self-efficacy, self-regulation, self-directed learning and career processes of adult professionals and relations with learning outcomes and labour market success

    NARCIS (Netherlands)

    Bijker, Monique; Van der Klink, Marcel; Boshuizen, Els

    2010-01-01

    Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2010, 25-27 August). Modelling self-efficacy, self-regulation, self-directed learning and career processes of adult professionals and relations with learning outcomes and labour market success. Paper presented at the 5th EARLI-SIG14

  19. Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

    Science.gov (United States)

    Gijbels, David; Raemdonck, Isabel; Vervecken, Dries

    2010-01-01

    Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the work-related learning behaviour of workers. The present study was conducted in a centre for part-time vocational education…

  20. Small group learning: effect on item analysis and accuracy of self-assessment of medical students.

    Science.gov (United States)

    Biswas, Shubho Subrata; Jain, Vaishali; Agrawal, Vandana; Bindra, Maninder

    2015-01-01

    Small group sessions are regarded as a more active and student-centered approach to learning. Item analysis provides objective evidence of whether such sessions improve comprehension and make the topic easier for students, in addition to assessing the relative benefit of the sessions to good versus poor performers. Self-assessment makes students aware of their deficiencies. Small group sessions can also help students develop the ability to self-assess. This study was carried out to assess the effect of small group sessions on item analysis and students' self-assessment. A total of 21 female and 29 male first year medical students participated in a small group session on topics covered by didactic lectures two weeks earlier. It was preceded and followed by two multiple choice question (MCQ) tests, in which students were asked to self-assess their likely score. The MCQs used were item analyzed in a previous group and were chosen of matching difficulty and discriminatory indices for the pre- and post-tests. The small group session improved the marks of both genders equally, but female performance was better. The session made the items easier; increasing the difficulty index significantly but there was no significant alteration in the discriminatory index. There was overestimation in the self-assessment of both genders, but male overestimation was greater. The session improved the self-assessment of students in terms of expected marks and expectation of passing. Small group session improved the ability of students to self-assess their knowledge and increased the difficulty index of items reflecting students' better performance.

  1. Evaluating the effect of learning style and student background on self-assessment accuracy

    Science.gov (United States)

    Alaoutinen, Satu

    2012-06-01

    This study evaluates a new taxonomy-based self-assessment scale and examines factors that affect assessment accuracy and course performance. The scale is based on Bloom's Revised Taxonomy and is evaluated by comparing students' self-assessment results with course performance in a programming course. Correlation has been used to reveal possible connections between student information and both self-assessment and course performance. The results show that students can place their knowledge along the taxonomy-based scale quite well and the scale seems to fit engineering students' learning style. Advanced students assess themselves more accurately than novices. The results also show that reflective students were better in programming than active. The scale used in this study gives a more objective picture of students' knowledge than general scales and with modifications it can be used in other classes than programming.

  2. External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study

    Directory of Open Access Journals (Sweden)

    Catharina Sjödahl Hammarlund

    2015-06-01

    Full Text Available Purpose: Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students’ learning processes and their adaptation to self-directed learning online. Methods: Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years participated. Qualitative content analysis and triangulation was used when investigating the students’ self-reflections, written during a five week self-directed, problem-oriented online course. Results: Two categories emerged: ‘the influence of the structured framework’ and ‘communication and interaction with teachers and peers.’ The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. Conclusion: The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.

  3. A Mixed-Method Study of Mobile Devices and Student Self-Directed Learning and Achievement During a Middle School STEM Activity

    OpenAIRE

    Bartholomew, Scott

    2016-01-01

    The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of mobile devices in K-12 classrooms. Some have conjectured that access to mobile devices may enable student self-directed learning. This research used a mixed-method approach to explore the relationships between mobile devices and student achievement and self-directed learning during a Science, Technology, Engineering, & Mathematics (STEM) activity in a middle schoo...

  4. The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial.

    Science.gov (United States)

    Gagnon, Marie-Pierre; Gagnon, Johanne; Desmartis, Marie; Njoya, Merlin

    2013-01-01

    This study aimed to assess the effectiveness of a blended-teaching intervention using Internet-based tutorials coupled with traditional lectures in an introduction to research undergraduate nursing course. Effects of the intervention were compared with conventional, face-to-face classroom teaching on three outcomes: knowledge, satisfaction, and self-learning readiness. A two-group, randomized, controlled design was used, involving 112 participants. Descriptive statistics and analysis of covariance (ANCOVA) were performed. The teaching method was found to have no direct impact on knowledge acquisition, satisfaction, and self-learning readiness. However, motivation and teaching method had an interaction effect on knowledge acquisition by students. Among less motivated students, those in the intervention group performed better than those who received traditional training. These findings suggest that this blended-teaching method could better suit some students, depending on their degree of motivation and level of self-directed learning readiness.

  5. COLLABORATIVE AND SELF-DIRECTED LEARNING IN A VIRTUAL CAMPUS ENVIRONMENT: A POTENTIAL SOLUTION FOR OUR YEARS?

    Directory of Open Access Journals (Sweden)

    Alina Cristina DAMIAN

    2014-02-01

    Full Text Available In the current society, where the information flow has a big impact on the learner, and the learning methods differ from student to student, it is important to understand a virtual campus and its benefits. Nobody can doubt the impact of the new technologies on the educational system. In this new reality, universities must learn to work and collaborate with other universities or groups of interest in order to prepare learners to meet the requirements of the 21st century.  The solution can be a virtual campus that offers powerful tools, access to content and services, personal learning environment, enabling the student to acquire information and learn new skills. This article offers on overview of a virtual campus and the prototype of learner that is suitable for it. The accent falls on two of the skills that a learner must have: self directed learning and of course collaborative learning. The first concept refers to the learner’s capabilities to be responsible of his decisions regarding the learning process and to take the initiative while the second one is based on the fact that a virtual campus is built on collaborative processes that engage stakeholders to interact and learn from each other.

  6. Perspectives of Students on Acceptance of Tablets and Self-Directed Learning with Technology

    Science.gov (United States)

    Gokcearslan, Sahin

    2017-01-01

    Recent mobile learning technologies offer the opportunity for students to take charge of the learning process both inside and outside the classroom. One of these tools is the tablet PC (hereafter "tablet"). In parallel with increased access to e-content, the role of tablets in learning has recently begun to be examined. This study aims…

  7. Adults' Self-Directed Learning of an Artificial Lexicon: The Dynamics of Neighborhood Reorganization

    Science.gov (United States)

    Bardhan, Neil Prodeep

    2010-01-01

    Artificial lexicons have previously been used to examine the time course of the learning and recognition of spoken words, the role of segment type in word learning, and the integration of context during spoken word recognition. However, in all of these studies the experimenter determined the frequency and order of the words to be learned. In three…

  8. Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation - a pilot project.

    Science.gov (United States)

    Ramar, Kannan; De Moraes, Alice Gallo; Selim, Bernardo; Holets, Steven; Oeckler, Richard

    2016-01-01

    Physicians require extensive training to achieve proficiency in mechanical ventilator (MV) management of the critically ill patients. Guided self-directed learning (GSDL) is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. First-year Pulmonary and Critical Care Medicine (PCCM) fellows ( n =6) and Critical Care Internal Medicine (CCIM) ( n =8) fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows) completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p =0.13). Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p =0.39). The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p =0.07). Improved satisfaction scores were noted with hands-on tutoring. Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

  9. Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation – a pilot project

    Directory of Open Access Journals (Sweden)

    Kannan Ramar

    2016-09-01

    Full Text Available Background: Physicians require extensive training to achieve proficiency in mechanical ventilator (MV management of the critically ill patients. Guided self-directed learning (GSDL is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. Methods: First-year Pulmonary and Critical Care Medicine (PCCM fellows (n=6 and Critical Care Internal Medicine (CCIM (n=8 fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Results: Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p=0.13. Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p=0.39. The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p=0.07. Improved satisfaction scores were noted with hands-on tutoring. Conclusions: Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

  10. Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

    Science.gov (United States)

    Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

    2014-01-01

    Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, plearning (r=.75, pLearning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.

  11. Let's tweet in Chinese! : Exploring how learners of Chinese as a foreign language self-direct their use of microblogging to learn Chinese

    NARCIS (Netherlands)

    Hsiao, A.; Broeder, Peter

    2014-01-01

    Twitter is becoming increasingly popular as a medium for language learning. This study explores self-directed learning via social interactions that use Twitter as an interactive learning environment. The participants in this study were thirty university students of Chinese as a foreign language at

  12. Information Literacy in the Tension between School's Discursive Practice and Students' Self-Directed Learning

    Science.gov (United States)

    Gärdén, Cecilia

    2016-01-01

    Introduction: Self-guided learning has had a major impact on adult education, where information seeking and use are key aspects of learning. With their lack of experience in study contexts, the students are nevertheless assumed to develop information literacy. Method: The paper aims to create an understanding of how information literacy can be…

  13. The Application of Self-Directed Learning in a Marketing Strategy Capstone Course

    Science.gov (United States)

    Gray, David M.

    2011-01-01

    Capstone courses can create a space for students and educators to act as co-producers of desired learning outcomes which are directly relevant to the world of work. This study uses an auto-ethnographic case study approach to demonstrate how a mixed model learning approach evolved in a capstone marketing strategy unit in a marketing major at an…

  14. Evaluation of an online interactive Diabetes Needs Assessment Tool (DNAT versus online self-directed learning: a randomised controlled trial

    Directory of Open Access Journals (Sweden)

    Kellner Thomas

    2011-06-01

    Full Text Available Abstract Background Methods for the dissemination, understanding and implementation of clinical guidelines need to be examined for their effectiveness to help doctors integrate guidelines into practice. The objective of this randomised controlled trial was to evaluate the effectiveness of an interactive online Diabetes Needs Assessment Tool (DNAT (which constructs an e-learning curriculum based on individually identified knowledge gaps, compared with self-directed e-learning of diabetes guidelines. Methods Health professionals were randomised to a 4-month learning period and either given access to diabetes learning modules alone (control group or DNAT plus learning modules (intervention group. Participants completed knowledge tests before and after learning (primary outcome, and surveys to assess the acceptability of the learning and changes to clinical practice (secondary outcomes. Results Sixty four percent (677/1054 of participants completed both knowledge tests. The proportion of nurses (5.4% was too small for meaningful analysis so they were excluded. For the 650 doctors completing both tests, mean (SD knowledge scores increased from 47.4% (12.6 to 66.8% (11.5 [intervention group (n = 321, 64%] and 47.3% (12.9 to 67.8% (10.8 [control group (n = 329, 66%], (ANCOVA p = 0.186. Both groups were satisfied with the usability and usefulness of the learning materials. Seventy seven percent (218/284 of the intervention group reported combining the DNAT with the recommended reading materials was "very useful"/"useful". The majority in both groups (184/287, 64.1% intervention group and 206/299, 68.9% control group [95% CI for the difference (-2.8 to 12.4] reported integrating the learning into their clinical practice. Conclusions Both groups experienced a similar and significant improvement in knowledge. The learning materials were acceptable and participants incorporated the acquired knowledge into practice. Trial registration ISRCTN: ISRCTN67215088

  15. [Effects of Self-directed Feedback Practice using Smartphone Videos on Basic Nursing Skills, Confidence in Performance and Learning Satisfaction].

    Science.gov (United States)

    Lee, Seul Gi; Shin, Yun Hee

    2016-04-01

    This study was done to verify effects of a self-directed feedback practice using smartphone videos on nursing students' basic nursing skills, confidence in performance and learning satisfaction. In this study an experimental study with a post-test only control group design was used. Twenty-nine students were assigned to the experimental group and 29 to the control group. Experimental treatment was exchanging feedback on deficiencies through smartphone recorded videos of nursing practice process taken by peers during self-directed practice. Basic nursing skills scores were higher for all items in the experimental group compared to the control group, and differences were statistically significant ["Measuring vital signs" (t=-2.10, p=.039); "Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials" (t=-4.74, psmartphone videos can improve basic nursing skills. The significance is that it can help nursing students gain confidence in their nursing skills for the future through improvement of basic nursing skills and performance of quality care, thus providing patients with safer care.

  16. Perspectives of Students on Acceptance of Tablets and Self-directed Learning with Technology

    OpenAIRE

    Gokcearslan, Sahin

    2017-01-01

    Recent mobile learning technologies offer the opportunity for students to take charge ofthe learning process both inside and outside the classroom. One of these tools is the tabletPC (hereafter ‘tablet’). In parallel with increased access to e-content, the role of tablets inlearning has recently begun to be examined. This study aims to reveal the relationshipbetween the level of acceptance of tablets (TAM) and the level of selfdirectedlearning with technology (SDLT) of students and to differe...

  17. The Role of Self-Assessment in Foundation of Mathematics Learning

    Science.gov (United States)

    Masriyah

    2018-01-01

    This research is motivated by the low performance of students who took Foundations of Mathematics course. This study was aimed to describe (1) the learning outcomes of students who learned Mathematics Foundation after learning axiomatic applying self-assessment; (2) the difficulty of students and the alternative solutions; and (3) the response of students toward Foundation of Mathematics learning taught by applying self-assessment. This research was a descriptive research. The subjects were 25 mathematics students who studied Foundation of Mathematics in odd semester of the 2015/2016 academic year. Data collection was done using questionnaires, and testing methods. Based on the results of data analysis, it can be concluded that the learning outcomes of students were categorized as “good.” Student responses were positive; the difficulties lied in the sub material: Classification of Axiom Systems and the requirements, Theorem and how the formation, and finite geometry. The alternatives deal with these difficulties are to give emphasis and explanation as needed on these materials, as well as provide some more exercises to reinforce their understanding.

  18. The Educational Kanban: promoting effective self-directed adult learning in medical education.

    Science.gov (United States)

    Goldman, Stuart

    2009-07-01

    The author reviews the many forces that have driven contemporary medical education approaches to evaluation and places them in an adult learning theory context. After noting their strengths and limitations, the author looks to lessons learned from manufacturing on both efficacy and efficiency and explores how these can be applied to the process of trainee assessment in medical education.Building on this, the author describes the rationale for and development of the Educational Kanban (EK) at Children's Hospital Boston--specifically, how it was designed to integrate adult learning theory, Japanese manufacturing models, and educator observations into a unique form of teacher-student collaboration that allows for continuous improvement. It is a formative tool, built on the Accreditation Council for Graduate Medical Education's six core competencies, that guides educational efforts to optimize teaching and learning, promotes adult learner responsibility and efficacy, and takes advantage of the labor-intensive clinical educational setting. The author discusses how this model, which will be implemented in July 2009, will lead to training that is highly individualized, optimizes faculty and student educational efforts, and ultimately conserves faculty resources. A model EK is provided for general reference.The EK represents a novel approach to adult learning that will enhance educational effectiveness and efficiency and complement existing evaluative models. Described here in a specific graduate medical setting, it can readily be adapted and integrated into a wide range of undergraduate and graduate clinical educational environments.

  19. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Gastrointestinal Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-01-01

    Full Text Available Audience and type of curriculum: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction/Background: Gastrointestinal (GI emergencies comprise approximately 12% of emergency department (ED visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of GI emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. This proposed curriculum utilizes an 18-month curricular cycle. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of GI emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed

  20. The Effects of Mathematical Modeling on Creative Production Ability and Self-Directed Learning Attitude

    Science.gov (United States)

    Kim, Sun Hee; Kim, Soojin

    2010-01-01

    What should we do to educate the mathematically gifted and how should we do it? In this research, to satisfy diverse mathematical and cognitive demands of the gifted who have excellent learning ability and task tenacity in mathematics, we sought to apply mathematical modeling. One of the objectives of the gifted education in Korea is cultivating…

  1. The Relationship between Students' Leadership Style and Self-Directed Learning Level

    Science.gov (United States)

    Strong, Robert; Wynn, J. Thomas; Irby, Travis L.; Lindner, James R.

    2013-01-01

    Leadership is a versatile process that requires working with others in personal and professional relationships to accomplish a goal. Cultivating leadership skills is important for students who are developing professional competencies. Leadership characteristics and abilities should be evaluated to assist in learning student traits to better…

  2. Women Entrepreneurs Reflect on Informal/Self-Directed Learning in Business and Life

    Science.gov (United States)

    Howard, Yvonne Biedron

    2010-01-01

    Research studies about women business owners or women entrepreneurs are few, and previous research has focused on gender differences of business owners, traits of entrepreneurs, and reasons for and success of entrepreneurship. Very little research exists on female business owners/entrepreneurs discussing their informal learning and experiences'…

  3. Apprentissage auto-dirige: Quand les chiffres parlent (Self-Directed Learning: Figures Speak for Themselves).

    Science.gov (United States)

    Abe, Daniele; Gremmo, Marie-Jose

    The functioning of the semi-autonomous learning system (SAAS) at the Centre de Recherches et d'Applications Pedagogiques en Langues (CRAPEL) was surveyed for the academic year 1980-81. Detailed data were collected about learners' aims, language level, and their assessment of the SAAS, as well as about the way they actually used the system. This…

  4. Curiosity and Self-Directed Learning: The Role of Motivation in Education.

    Science.gov (United States)

    Deci, Edward L.; Ryan, Richard M.

    Theoretical propositions and research findings concerning children's motivation to learn are discussed and implications for early childhood education are indicated. The discussion begins by defining and illustrating the motivational states of intrinsic motivation, extrinsic motivation, and amotivation. Problems of structuring interaction between…

  5. Balancing Self-Directed Learning with Expert Mentoring: The Science Writing Heuristic Approach

    Science.gov (United States)

    Shelley, Mack; Fostvedt, Luke; Gonwa-Reeves, Christopher; Baenziger, Joan; McGill, Michael; Seefeld, Ashley; Hand, Brian; Therrien, William; Taylor, Jonte; Villanueva, Mary Grace

    2012-01-01

    This study focuses on the implementation of the Science Writing Heuristic (SWH) curriculum (Hand, 2007), which combines current understandings of learning as a cognitive and negotiated process with the techniques of argument-based inquiry, critical thinking skills, and writing to strengthen student outcomes. Success of SWH is dependent on the…

  6. Internet Access and Usage in Improving Students' Self-Directed Learning in Indonesia Open University

    Science.gov (United States)

    Rahardjo, Djoko; Sumardjo; Lubis, Djuara P.; Harijati, Sri Ir.

    2016-01-01

    Internet is well known nowadays, however higher distance education students who live in remote rural areas still have not been able to take advantages of this medium optimally for their learning process. For accessing the internet the students have to be available with the minimum prerequisites: the existence of adequate devices and the sufficient…

  7. Weak self-directed learning skills hamper performance in cumulative assessment

    NARCIS (Netherlands)

    Tio, Rene A.; Stegmann, Mariken E.; Koerts, Janke; van Os, Titus W. D. P.; Cohen-Schotanus, Janke

    2016-01-01

    Background: Self-regulated learning is an important determinant of academic performance. Previous research has shown that cumulative assessment encourages students to work harder and improve their results. However, not all students seem to respond as intended. We investigated the influence of

  8. Utility of Interobserver Agreement Statistics in Establishing Radiology Resident Learning Curves During Self-directed Radiologic Anatomy Training.

    Science.gov (United States)

    Tureli, Derya; Altas, Hilal; Cengic, Ismet; Ekinci, Gazanfer; Baltacioglu, Feyyaz

    2015-10-01

    The aim of the study was to ascertain the learning curves for the radiology residents when first introduced to an anatomic structure in magnetic resonance images (MRI) to which they have not been previously exposed to. The iliolumbar ligament is a good marker for testing learning curves of radiology residents because the ligament is not part of a routine lumbar MRI reporting and has high variability in detection. Four radiologists, three residents without previous training and one mentor, studied standard axial T1- and T2-weighted images of routine lumbar MRI examinations. Radiologists had to define iliolumbar ligament while blinded to each other's findings. Interobserver agreement analyses, namely Cohen and Fleiss κ statistics, were performed for groups of 20 cases to evaluate the self-learning curve of radiology residents. Mean κ values of resident-mentor pairs were 0.431, 0.608, 0.604, 0.826, and 0.963 in the analysis of successive groups (P 0.8). Therefore, a junior radiology resident can obtain enough experience in identifying a rather ambiguous anatomic structure in routine MRI after a brief instruction of a few minutes by a mentor and studying approximately 80 cases by oneself. Implementing this methodology will help radiology educators obtain more concrete ideas on the optimal time and effort required for supported self-directed visual learning processes in resident education. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

  9. Using contrasting cases to improve self-assessment in physics learning

    Science.gov (United States)

    Jax, Jared Michael

    Accurate self-assessment (SA) is widely regarded as a valuable tool for conducting scientific work, although there is growing concern that students present difficulties in accurately assessing their own learning. For students, the challenge of accurately self-assessing their work prevents them from effectively critiquing their own knowledge and skills, and making corrections when necessary to improve their performance. An overwhelming majority of researchers have acknowledged the importance of developing and practicing the necessary reflective skills SA in science, yet it is rarely a focus of daily instruction leading to students typically overestimate their abilities. In an effort to provide a pragmatic approach to overcoming these deficiencies, this study will demonstrate the effect of using positive and negative examples of solutions (contrasting cases) on performance and accuracy of SA when compared to student who are only shown positive examples of solutions. The work described here sought, first, to establish the areas of flawed SA that introductory high school physics students experience when studying circuitry, and, second, to examine how giving students Content Knowledge in addition to Positive and Negative Examples focused on helping them self-assess might help overcome these deficiencies. In doing so, this work highlights the positive impact that these types of support have in significantly increasing student performance, SA accuracy, and the ability to evaluate solutions in physics education.

  10. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Genitourinary Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-07-01

    Full Text Available Audience: This curriculum, created and implemented at The Ohio State University Wexner Medical Center, was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students. Introduction: In 2013, there were over 6 million Emergency Department visits in the United States which resulted in a primary diagnosis of the genitourinary system. This represents 5.2% of all Emergency Department visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of genitourinary emergencies. This flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University Wexner Medical Center EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of genitourinary emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real

  11. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Psychiatric Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-07-01

    Full Text Available Audience: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: In 2007, there were 12 million adult Emergency Department visits for mental health and substance abuse complaints. This represents 12.5% of all adult emergency department visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of psychiatric emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of psychiatric emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group

  12. Stop Think: a simple approach to encourage the self-assessment of learning.

    Science.gov (United States)

    Guy, Richard; Byrne, Bruce; Dobos, Marian

    2017-03-01

    A simple "stop think" approach was developed to encourage the self-assessment of learning. A key element was the requirement for students to rate their feeling of difficulty before [FOD (pre) ] and after [FOD (post) ] completing each of three authentic anatomy and physiology concept map exercises. The cohort was divided into low- (group L) and high-performing (group H) groups (based on final subject marks). Both FOD (pre) (group L) and FOD (post) (groups L and H) were significantly negatively correlated with score for some maps. A comparison of FOD (pre) and FOD (post) showed that students changed their mind about difficulty in 58-70% of the completed maps. Students who changed their estimation were asked to provide explanatory comments, and an increase in difficulty was related to problems with map link generation. For students who found the maps easier, 40% of comments indicated that map generation prompted recall of information from memory. Both difficulty estimations and comments supported the contention that students were self-assessing their interaction with the concept maps. Group H was significantly older than group L, had significantly higher levels of deep strategic and deep motivational learning, and had significantly higher marks in two of three concept map exercises. Notwithstanding these differences, the results from the "stop think" approach were similar between groups, indicating that it may be appropriate for students of varying academic ability. It is suggested that "stop think" may be a useful approach to encourage student self-assessment, an important step in assisting self-regulated learning development. Copyright © 2017 the American Physiological Society.

  13. The impact of complete denture making instructional videos on self-directed learning of clinical skills.

    Science.gov (United States)

    Kon, Haruka; Botelho, Michael George; Bridges, Susan; Leung, Katherine Chiu Man

    2015-04-01

    The aim of this research was to evaluate the effectiveness of a clinical instructional video with a structured worksheet for independent self-study in a complete denture program. 47 multilingual dental students completed a task by watching an instructional video with subtitles regarding clinical complete denture procedures. After completion, students evaluated their learning experience, and 11 students participated in focus group interviews to gain further insight. A mixed-methods approach to data collection and analysis provided descriptive statistical results and a grounded theory approach to coding identified key concepts and categories from the qualitative data. Over 70% of students had favorable opinions of the learning experience and indicated that the speed and length of the video were appropriate. Highly positive and conflicting negative comments regarding the use of subtitles showed both preferences for subtitles over audio and vice versa. The use of a video resource was considered valuable as the replay and review functions allowed better visualization of the procedures, which was considered a good recap tool for the clinical demonstration. It was also a better revision aid than textbooks. So, if the students were able to view these videos at will, they believed that videos supplemented their self-study. Despite the positive response, videos were not considered to replace live clinical demonstrations. While students preferred live demonstrations over the clinical videos they did express a realization of these as a supplemental learning material for self-study based on their ease of access, use for revision, and prior to clinical preparation. Copyright © 2015 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

  14. Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students

    Directory of Open Access Journals (Sweden)

    Esa Virkkula

    2017-09-01

    Full Text Available One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.

  15. Training self-assessment and task-selection skills : A cognitive approach to improving self-regulated learning

    NARCIS (Netherlands)

    Kostons, Danny; van Gog, Tamara; Paas, Fred

    For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task

  16. The Effect of Layered Curriculum on Reflective Thinking and on Self-Directed Learning Readiness of Prospective Teachers

    Science.gov (United States)

    Gencel, Ilke Evin; Saracaloglu, A. Seda

    2018-01-01

    Teachers are important role models for pupils. They should be reflective practitioners and self-directed learners. Teacher training process should promote being a reflective thinker and a self-directed learner. Curriculum should be designed in accordance with constructivism. The aim of this research is to investigate effects of layered curriculum…

  17. Evaluation of a web-based family medicine case library for self-directed learning in a third-year clerkship.

    Science.gov (United States)

    Morrow, Jay B; Sepdham, Dan; Snell, Laura; Lindeman, Carolyn; Dobbie, Alison

    2010-01-01

    Web-based cases are well accepted by medical students and enable faculty to deliver equivalent educational experiences to all students. A 2009 literature search revealed no study investigating student use patterns of Web-based case libraries for self-directed learning. We investigated third-year students' use of a Web-based case program for self-directed learning in a family medicine clerkship. We analyzed Design A Case usage patterns of 210 medical students during academic year 2008--2009. We compared board score differences between these students and those from the previous 5 years who did not use Design A Case. We analyzed data from a 13-item survey, administered to a subgroup of 85 students, about the strengths, weaknesses, and acceptability of the program. Students completed, on average, four cases, which was beyond the requirement of three. They reported that the content was highly relevant to cases they saw in clinic. Almost 75% preferred the self-directed Web-based learning over didactics, and most (64%) felt they learned more electronically. Use of the cases was associated with equivalent Board scores versus didactic lectures. In our setting, self-directed learning using a Web-based case program was highly acceptable to students. Web-based cases may provide an option for family medicine educators who wish to deliver equivalent educational experiences across sites.

  18. A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory.

    Science.gov (United States)

    Sawatsky, Adam P; Ratelle, John T; Bonnes, Sara L; Egginton, Jason S; Beckman, Thomas J

    2017-02-02

    Existing theories of self-directed learning (SDL) have emphasized the importance of process, personal, and contextual factors. Previous medical education research has largely focused on the process of SDL. We explored the experience with and perception of SDL among internal medicine residents to gain understanding of the personal and contextual factors of SDL in graduate medical education. Using a constructivist grounded theory approach, we conducted 7 focus group interviews with 46 internal medicine residents at an academic medical center. We processed the data by using open coding and writing analytic memos. Team members organized open codes to create axial codes, which were applied to all transcripts. Guided by a previous model of SDL, we developed a theoretical model that was revised through constant comparison with new data as they were collected, and we refined the theory until it had adequate explanatory power and was appropriately grounded in the experiences of residents. We developed a theoretical model of SDL to explain the process, personal, and contextual factors affecting SDL during residency training. The process of SDL began with a trigger that uncovered a knowledge gap. Residents progressed to formulating learning objectives, using resources, applying knowledge, and evaluating learning. Personal factors included motivations, individual characteristics, and the change in approach to SDL over time. Contextual factors included the need for external guidance, the influence of residency program structure and culture, and the presence of contextual barriers. We developed a theoretical model of SDL in medical education that can be used to promote and assess resident SDL through understanding the process, person, and context of SDL.

  19. The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students.

    Science.gov (United States)

    Alotaibi, Khaled N

    2016-01-01

    There has been some ground-breaking research on self-directed learning (SDL) in nursing education which reveals the superiority of SDL to traditional learning methods in terms of students' academic performance and the development of positive attitudes toward the learning process on the part of both students and teachers. The relationship between students' self-directed learning readiness (SDLR) and students' academic performance, and the mediating role of students' perceptions of the learning environment needs further investigation. In this study, it is proposed that students' perceptions of their learning environment could enhance their SDLR and thus boost their academic performance (in terms of their GPA). A descriptive design was used to examine the relationships between the domains of SDLR, which are self-management, desire to learn and self-control and students' perceptions of the learning environment (SPLE) and students' GPA. A survey involving 342 [Corrected] Saudi students from nursing and emergency medical services undergraduate programs in King Saud University was used for this research. The results showed that SDLR level positively influenced students' academic performance positively, and that students' perceptions of their learning environment played a significant role in determining their level of SDLR and academic performance. It is recommended that nursing and emergency medical services educators provide a supportive learning environment in terms of good teaching, clear goals and standards, appropriate assessment, appropriate workload, and emphasis on independence to encourage students to engage in the process of SDL which can, in turn, enhance their academic performance. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. Students' Perceptions of Teacher Impact on Their Self-Directed Language Learning with Technology beyond the Classroom: Cases of Hong Kong and U.S.

    Science.gov (United States)

    Lai, Chun; Li, Xiaoshi; Wang, Qiu

    2017-01-01

    Teachers are important social agents who affect students' cognitive and social behaviors, including students' self-directed use of technology for language learning outside the classroom. However, how teachers influence student behaviors may vary across cultures, and understanding how teacher influences vary across different cultures is critical to…

  1. The Investigation of the Level of Self-Directed Learning Readiness According to the Locus of Control and Personality Traits of Preschool Teacher Candidates

    Science.gov (United States)

    Balaban Dagal, Asude; Bayindir, Dilan

    2016-01-01

    The aim of this study is to investigate the relationship between the level of self-directed learning readiness, locus of control and the personality traits of preschool teacher candidates. The survey method was used for this study. The study group consisted of 151 teacher candidates who volunteered to participate in the study from Preschool…

  2. The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-Directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates

    Science.gov (United States)

    Dagal, Asude Balaban; Bayindir, Dilan

    2016-01-01

    The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching…

  3. An Introduction to "My Environmental Education Evaluation Resource Assistant" (MEERA), a Web-Based Resource for Self-Directed Learning about Environmental Education Program Evaluation

    Science.gov (United States)

    Zint, Michaela

    2010-01-01

    My Environmental Education Evaluation Resource Assistant or "MEERA" is a web-site designed to support environmental educators' program evaluation activities. MEERA has several characteristics that set it apart from other self-directed learning evaluation resources. Readers are encouraged to explore the site and to reflect on the role that…

  4. Toward Understanding the Role of Web 2.0 Technology in Self-Directed Learning and Job Performance in a Single Organizational Setting: A Qualitative Case Study

    Science.gov (United States)

    Caruso, Shirley J.

    2016-01-01

    This single instrumental qualitative case study explores and thickly describes job performance outcomes based upon the manner in which self-directed learning activities of a purposefully selected sample of 3 construction managers are conducted, mediated by the use of Web 2.0 technology. The data collected revealed that construction managers are…

  5. A Mixed-Method Study of Mobile Devices and Student Self-Directed Learning and Achievement during a Middle School STEM Activity

    Science.gov (United States)

    Bartholomew, Scott

    2016-01-01

    With the increasingly ubiquitous nature of mobile devices among K-12 students, many argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances made possible through mobile devices. Self-directed learning, a process where…

  6. Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

    NARCIS (Netherlands)

    Kostons, Danny; Van Gog, Tamara; Paas, Fred

    2012-01-01

    Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. doi:10.1016/j.learninstruc.2011.08.004

  7. Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students.

    Science.gov (United States)

    Gade, Shubhada; Chari, Suresh

    2013-12-01

    The Medical Council of India, in the recent Vision 2015 document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A paper-based case scenario of multinodular goiter was given to phase I Bachelor of Medicine, Bachelor of Surgery students in two sessions. An attitude survey of the students and teachers was done using a Likert scale ranging from strongly disagrees to strongly agree. A pretest and posttest were conducted. The students opined that CBL helped them to better their understanding of a particular topic, gave them better retention of knowledge, helped them to relate clinical conditions to basic sciences, improved soft skills such as communication skills and group dynamics, and promoted a better teacher-student relationship. There was significant improvement in student's performance when pre- and posttest scores were compared (P = 0.018). Furthermore, faculty members opined that CBL promoted self-study and problem-solving abilities of the students. In conclusion, CBL motivates students toward self-directed learning and to develop analytic and problem-solving skills; thus, CBL could be beneficial for students' entry into clinical departments and, finally, in managing patients.

  8. Obtaining learning independence and academic success through self-assessment and referral to a Mathematics Learning Centre

    Directory of Open Access Journals (Sweden)

    Nadine Adams

    2012-08-01

    Full Text Available Globally, universities are striving to increase enrolment rates, especially for low socioeconomic status and mature-aged students. In order to meet these targets, universities are accepting a broader range of students, often resulting in a widening mathematical knowledge gap between secondary school and university (Hoyles, Newman & Noss, 2001. Therefore, even amid the growing trend of scaling back services, there exists a need for extra learning support in mathematics. Mathematics support services are recognised as vital in assisting students to both bridge the knowledge gap and become independent learners. Through a survey of students using the Mathematics Learning Centre at Central Queensland University Australia, it was found that the implementation of scaffolding, adult learning principles and the embedding of mathematics support provides students with not only fundamental mathematical knowledge but also the skills required to become self-directed learners. 

  9. The efficacy of self-directed modules for clinical learning: advanced competencies in entry-level physical therapy education.

    Science.gov (United States)

    Peck, Kirk; Paschal, Karen; Black, Lisa; Nelson, Kelly

    2014-01-01

    Prior to graduation, students often express an interest to advance clinical and professional skills in teaching, research, administration, and various niche practice areas. The acquisition of advanced education in selected areas of practice is believed to improve employment opportunities, accelerate career advancement including eligibility for professional certifications, and contribute to personal satisfaction in the profession. The purpose of this paper is to (1) describe an innovative model of education, the Directed Practice Experience (DPE) elective, that incorporates a student-initiated learning process designed to achieve student-identified professional goals, and (2) report the outcomes for graduates who have completed the DPE in an entry-level program in physical therapy education. Students who met select criteria were eligible to complete a DPE. Applicants designed a 4- to 6-week clinical education experience consisting of stated rationale for personal and professional growth, examples of leadership and service, and self-directed objectives that are beyond entry-level expectations as measured by the revised Physical Therapist Clinical Performance Instrument, version 2006. Twenty-six students have completed DPEs since 2005. Fifty percent resulted in new academic partnerships. At least 25% of graduates now serve as clinical instructors for the entry-level program. Those who participated in DPEs have also completed post-graduate residencies, attained ABPTS Board certifications, authored peer-reviewed publications, and taught in both PT and residency programs. The DPE model allows qualified students to acquire advanced personal skills and knowledge prior to graduation in areas of professional practice that exceed entry-level expectations. The model is applicable to all CAPTE accredited physical therapy education programs and is especially beneficial for academic programs desiring to form new community partnerships for student clinical education.

  10. Barriers and Facilitators to Self-Directed Learning in Continuing Professional Development for Physicians in Canada: A Scoping Review.

    Science.gov (United States)

    Jeong, Dahn; Presseau, Justin; ElChamaa, Rima; Naumann, Danielle N; Mascaro, Colin; Luconi, Francesca; Smith, Karen M; Kitto, Simon

    2018-04-10

    This scoping review explored the barriers and facilitators that influence engagement in and implementation of self-directed learning (SDL) in continuing professional development (CPD) for physicians in Canada. This review followed the six-stage scoping review framework of Arksey and O'Malley and of Daudt et al. In 2015, the authors searched eight online databases for English-language Canadian articles published January 2005-December 2015. To chart and analyze the data from the 17 included studies, they employed two-step analysis process of conventional content analysis followed by directed coding guided by the Theoretical Domains Framework (TDF). Conventional content analysis generated five categories of barriers and facilitators: individual, program, technological, environmental, and workplace/organizational. Directed coding guided by the TDF allowed analysis of barriers and facilitators to behavior change according to two key groups: physicians engaging in SDL and SDL developers designing and implementing SDL programs. Of the 318 total barriers and facilitators coded, 290 (91.2%) were coded for physicians and 28 (8.8%) for SDL developers. The majority (209; 65.7%) were coded in four key TDF domains: environmental context and resources, social influences, beliefs about consequences, and behavioral regulation. This scoping review identified five categories of barriers and facilitators in the literature and four key TDF domains where most factors related to behavior change of physicians and SDL developers regarding SDL programs in CPD were coded. There was a significant gap in the literature about factors that may contribute to SDL developers' capacity to design and implement SDL programs in CPD.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way

  11. Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals.

    Science.gov (United States)

    Li, Su-Ting T; Paterniti, Debora A; Tancredi, Daniel J; Burke, Ann E; Trimm, R Franklin; Guillot, Ann; Guralnick, Susan; Mahan, John D

    2015-01-01

    To determine incidence of learning goals by competency area and to assess which goals fall into competency areas with lower self-assessment scores. Cross-sectional analysis of existing deidentified American Academy of Pediatrics' PediaLink individualized learning plan data for the academic year 2009-2010. Residents self-assessed competencies in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas and wrote learning goals. Textual responses for goals were mapped to 6 ACGME competency areas, future practice, or personal attributes. Adjusted mean differences and associations were estimated using multiple linear and logistic regression. A total of 2254 residents reported 6078 goals. Residents self-assessed their systems-based practice (51.8) and medical knowledge (53.0) competencies lowest and professionalism (68.9) and interpersonal and communication skills (62.2) highest. Residents were most likely to identify goals involving medical knowledge (70.5%) and patient care (50.5%) and least likely to write goals on systems-based practice (11.0%) and professionalism (6.9%). In logistic regression analysis adjusting for postgraduate year (PGY), gender, and degree type (MD/DO), resident-reported goal area showed no association with the learner's relative self-assessment score for that competency area. In the conditional logistic regression analysis, with each learner serving as his or her own control, senior residents (PGY2/3+s) who rated themselves relatively lower in a competency area were more likely to write a learning goal in that area than were PGY1s. Senior residents appear to develop better skills and/or motivation to explicitly turn self-assessed learning gaps into learning goals, suggesting that individualized learning plans may help improve self-regulated learning during residency. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  12. Self-assessed learning style correlates to use of supplemental learning materials in an online course management system.

    Science.gov (United States)

    Halbert, Caitlin; Kriebel, Richard; Cuzzolino, Robert; Coughlin, Patrick; Fresa-Dillon, Kerin

    2011-01-01

    The benefit of online learning materials in medical education is not well defined. The study correlated certain self-identified learning styles with the use of self-selected online learning materials. First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.

  13. Self-Assessment of Schools and Teachers as a Road to Transforming Schools from Teaching to Learning Organisations

    Science.gov (United States)

    Franz, Hans-Werner

    2012-01-01

    This article explores the manner in which self-assessment in schools can play an integral role in the transformation of schools into learning organisations. The perspective adopted is based upon European experiences and describes and analyses the sociological constructs and bases supporting the process of transformation. (Contains 6 notes and 2…

  14. Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education

    Science.gov (United States)

    Panadero, Ernesto; Tapia, Jesus Alonso; Huertas, Juan Antonio

    2012-01-01

    This study compares the effects of two different self-assessment tools--rubrics and scripts--on self-regulation, learning and self-efficacy in interaction with two other independent variables (type of instructions and feedback). A total of 120 secondary school students analyzed landscapes--a usual task when studying Geography--in one of twelve…

  15. Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial.

    Science.gov (United States)

    Peine, Arne; Kabino, Klaus; Spreckelsen, Cord

    2016-06-03

    Modernised medical curricula in Germany (so called "reformed study programs") rely increasingly on alternative self-instructed learning forms such as e-learning and curriculum-guided self-study. However, there is a lack of evidence that these methods can outperform conventional teaching methods such as lectures and seminars. This study was conducted in order to compare extant traditional teaching methods with new instruction forms in terms of learning effect and student satisfaction. In a randomised trial, 244 students of medicine in their third academic year were assigned to one of four study branches representing self-instructed learning forms (e-learning and curriculum-based self-study) and instructed learning forms (lectures and seminars). All groups participated in their respective learning module with standardised materials and instructions. Learning effect was measured with pre-test and post-test multiple-choice questionnaires. Student satisfaction and learning style were examined via self-assessment. Of 244 initial participants, 223 completed the respective module and were included in the study. In the pre-test, the groups showed relatively homogenous scores. All students showed notable improvements compared with the pre-test results. Participants in the non-self-instructed learning groups reached scores of 14.71 (seminar) and 14.37 (lecture), while the groups of self-instructed learners reached higher scores with 17.23 (e-learning) and 15.81 (self-study). All groups improved significantly (p learning group, whose self-assessment improved by 2.36. The study shows that students in modern study curricula learn better through modern self-instructed methods than through conventional methods. These methods should be used more, as they also show good levels of student acceptance and higher scores in personal self-assessment of knowledge.

  16. Employing Self-Assessment, Journaling, and Peer Sharing to Enhance Learning from an Online Course

    Science.gov (United States)

    Hwang, Wu-Yuin; Hsu, Jung-Lung; Shadiev, Rustam; Chang, Chia-Ling; Huang, Yueh-Min

    2015-01-01

    This study explored the use of self-assessments, journaling, and peer sharing in an online computer programming course. We conducted an experiment using a pretest-intervention-posttest design in which 64 undergraduate first-year students participated. We aimed to investigate whether self-assessment, journaling, and peer sharing can facilitate…

  17. An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

    Science.gov (United States)

    Apipah, S.; Kartono; Isnarto

    2018-03-01

    This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment. This research applies mixed method type with concurrent embedded design. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.

  18. Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

    Directory of Open Access Journals (Sweden)

    Chi-Cheng Chang

    2014-04-01

    Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

  19. Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

    Science.gov (United States)

    Chang, Chi-Cheng; Shu, Kuen-Ming; Liang, Chaoyun; Tseng, Ju-Shih; Hsu, Yu-Sheng

    2014-01-01

    The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly…

  20. Motivation and Achievement in Problem-Based Learning: The Role of Interest, Tutors, and Self-Directed Study

    NARCIS (Netherlands)

    L. Wijnia (Lisette)

    2014-01-01

    markdownabstract__Abstract__ This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates’ study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ

  1. Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system - An activity theory analysis.

    Science.gov (United States)

    Heeneman, Sylvia; de Grave, Willem

    2017-04-01

    In medical education, students need to acquire skills to self-direct(ed) learning (SDL), to enable their development into self-directing and reflective professionals. This study addressed the mentor perspective on how processes in the mentor-student interaction influenced development of SDL. n = 22 mentors of a graduate-entry medical school with a problem-based curriculum and longitudinal mentoring system were interviewed (n = 1 recording failed). Using activity theory (AT) as a theoretical framework, thematic analysis was applied to the interview data to identify important themes. Four themes emerged: centered around the role of the portfolio, guiding of students' SDL in the context of assessment procedures, mentor-role boundaries and longitudinal development of skills by both the mentor and mentee. Application of AT showed that in the interactions between themes tensions or supportive factors could emerge for activities in the mentoring process. The mentors' perspective on coaching and development of reflection and SDL of medical students yielded important insights into factors that can hinder or support students' SDL, during a longitudinal mentor-student interaction. Coaching skills of the mentor, the interaction with a portfolio and the context of a mentor community are important factors in a longitudinal mentor-student interaction that can translate to students' SDL skills.

  2. Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning.

    Science.gov (United States)

    Murphy, Kevin P; Crush, Lee; O'Malley, Eoin; Daly, Fergus E; O'Tuathaigh, Colm M P; O'Connor, Owen J; Cryan, John F; Maher, Michael M

    2014-10-01

    To examine the impact that anatomy-focused radiology teaching has on non-examined knowledge regarding radiation safety and radiology as a specialty. First-year undergraduate medical students completed surveys prior to and after undertaking the first-year anatomy programme that incorporates radiological anatomy. Students were asked opinions on preferred learning methodology and tested on understanding of radiology as a specialty and radiation safety. Pre-module and post-module response rates were 93 % (157/168) and 85 % (136/160), respectively. Pre-module and post-module, self-directed learning (SDL) ranked eighth (of 11) for preferred gross-anatomy teaching formats. Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module. Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module. SDL is not favoured as an anatomy teaching method. Exposure of students to a radiological anatomy module delivered by senior clinical radiologists improved basic knowledge regarding ionising radiation use, but there was no improvement in knowledge regarding radiation exposure relative per modality. A possible explanation is that students recall knowledge imparted in didactic lectures but do little reading around the subject when the content is not examined. • Self-directed learning is not favoured as a gross anatomy teaching format amongst medical students. • An imaging anatomy-focused module improved basic knowledge regarding ionising radiation use. • Detailed knowledge of modality-specific radiation exposure remained suboptimal post-module. • Knowledge of roles within a clinical radiology department showed little change post-module.

  3. Multiple Learning Approaches in the Professional Development of School Leaders -- Theoretical Perspectives and Empirical Findings on Self-assessment and Feedback

    Science.gov (United States)

    Huber, Stephan Gerhard

    2013-01-01

    This article investigates the use of multiple learning approaches and different modes and types of learning in the (continuous) professional development (PD) of school leaders, particularly the use of self-assessment and feedback. First, formats and multiple approaches to professional learning are described. Second, a possible approach to…

  4. Self-directed e-learning at a tertiary hospital in Malawi--a qualitative evaluation and lessons learnt.

    Science.gov (United States)

    Barteit, Sandra; Hoepffner, Philip; Huwendiek, Sören; Karamagi, Angela; Munthali, Charles; Theurer, Antje; Neuhann, Florian

    2015-01-01

    Malawi faces a severe lack of health workers. Despite initiatives to address this problem, a critical shortage of health care staff remains. This lack challenges the education and training of junior medical staff, especially medical interns in their final and crucial training year before they independently work as medical doctors. We have introduced an e-learning platform in the medical department of the Kamuzu Central Hospital (KCH) in Malawi. With the support of computer-assisted instruction, we aimed to improve the quality of medical training and education, as well as access to current medical materials, in particular for interns. From March to April 2012, we conducted a qualitative evaluation to assess relevance and appropriateness of the e-learning platform. Data was collected via face-to-face interviews, a guided group discussion and a checklist based observation log. Evaluation data was recorded and coded using content analysis, interviewees were chosen via purposive sampling. E-learning proved to be technically feasible in this setting. Users considered the e-learning platform to be relevant and appropriate. Concerns were raised about sustainability, accessibility and technical infrastructure, as well as limited involvement and responsibilities of Malawian partners. Interest in e-learning was high, yet, awareness of and knowledge about the e-learning platform among potential users was low. Evaluation results indicated that further adaptions to local needs are necessary to increase usage and accessibility. Interview results and our project experiences showed that, in the given setting, e-learning requires commitment from local stakeholders, adequate technical infrastructure, identification and assignation of responsibilities, as well as specific adaption to local needs.

  5. Self-directed e-learning at a tertiary hospital in Malawi – A qualitative Evaluation and Lessons learnt

    Science.gov (United States)

    Barteit, Sandra; Hoepffner, Philip; Huwendiek, Sören; Karamagi, Angela; Munthali, Charles; Theurer, Antje; Neuhann, Florian

    2015-01-01

    Background: Malawi faces a severe lack of health workers. Despite initiatives to address this problem, a critical shortage of health care staff remains. This lack challenges the education and training of junior medical staff, especially medical interns in their final and crucial training year before they independently work as medical doctors. Project description: We have introduced an e-learning platform in the medical department of the Kamuzu Central Hospital (KCH) in Malawi. With the support of computer-assisted instruction, we aimed to improve the quality of medical training and education, as well as access to current medical materials, in particular for interns. Method: From March to April 2012, we conducted a qualitative evaluation to assess relevance and appropriateness of the e-learning platform. Data was collected via face-to-face interviews, a guided group discussion and a checklist based observation log. Evaluation data was recorded and coded using content analysis, interviewees were chosen via purposive sampling. Results: E-learning proved to be technically feasible in this setting. Users considered the e-learning platform to be relevant and appropriate. Concerns were raised about sustainability, accessibility and technical infrastructure, as well as limited involvement and responsibilities of Malawian partners. Interest in e-learning was high, yet, awareness of and knowledge about the e-learning platform among potential users was low. Evaluation results indicated that further adaptions to local needs are necessary to increase usage and accessibility. Conclusions: Interview results and our project experiences showed that, in the given setting, e-learning requires commitment from local stakeholders, adequate technical infrastructure, identification and assignation of responsibilities, as well as specific adaption to local needs. PMID:25699110

  6. Towards Professionalism in Music: Self-Assessed Learning Strategies of Conservatory Music Students

    Science.gov (United States)

    Virkkula, Esa; Nissilä, Säde-Pirkko

    2017-01-01

    One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced.…

  7. The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

    Directory of Open Access Journals (Sweden)

    Suyoga Dharma I Putu

    2018-01-01

    Full Text Available This experimental study aimed at investigating the effect of Problem Based Learning (PBL and self-assessment (SA on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency and questionnaire (self-regulation. Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1 there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2 there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3 there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4 there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5 there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

  8. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Obstetric and Gynecologic Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Jillian McGrath

    2017-09-01

    Full Text Available Audience: This curriculum, created and implemented at The Ohio State University Wexner Medical Center, was primarily designed to educate our emergency medicine (EM residents (PGY1-3 and emergency medicine/internal medicine (EM/IM residents (PGY1-5 on core obstetrics and gynecology topics in EM. Additional audience members include medical students and faculty physicians. Introduction: In 2013, there were over 1 million emergency department visits in the United States which resulted in primary obstetric or gynecologic diagnoses.1 EM Residents must be proficient in the differential diagnosis and management of the wide variety of obstetric and gynecologic emergencies. To do this, we developed a flipped classroom curricular model, which consists of self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this type of curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for EM residents.4-6 The Ohio State University Wexner Medical Center EM residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 Our didactic curriculum is delivered over the course of 18 months; however, it could easily be adapted to other academic calendar cycles. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of obstetric and gynecologic emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident

  9. Self-directed learning: Status of final-year students and perceptions of selected faculty leadership in a Nigerian medical school – a mixed analysis study

    Directory of Open Access Journals (Sweden)

    T E Nottidge

    2017-03-01

    Full Text Available Background. Self-directed learning (SDL is the essential mechanism of lifelong learning, which, in turn, is required for medical professionals to maintain competency because of advancing technology and constantly evolving disease care and contexts. Yet, most Nigerian medical schools do not actively promote SDL skills for medical students. Objective. To evaluate the status of SDL behaviour among final-year students, and the perceptions of faculty leadership towards SDL in a Nigerian medical school. Methods. A mixed research method was used, with a survey consisting of a validated Likert-based self-rating scale for SDL (SRSSDL to assess students’ SDL behaviour. Focus group discussions with selected faculty leaders were thematically analysed to assess their perceptions of SDL. Results. The medical students reported moderate SDL behaviour, contrary to faculty, who considered their students’ SDL behaviour to be low. Faculty leadership further defined SDL as the self-motivated student demonstrating initiative in learning under the guidance of teachers, who use interactive forums for teaching. Furthermore, teachers and students should partner towards the goal of ensuring that student learning takes place. Teachers expressed concerns about SDL methods in medical schools owing to the fear that this will require medical students to teach themselves medicine without expert guidance from teachers. Conclusion. This study suggests that final-year students have a low to moderate level of SDL behaviour. The index faculty are willing to develop teacherguided self-motivated learning for their students, rather than strict SDL. Faculty should be concerned about this behaviour and should encourage SDL in such a way that students realise its benefits to become lifelong learners. Further study of the perceptions about self-regulated learning are recommended.

  10. A randomized controlled trial comparing traditional training in cardiopulmonary resuscitation (CPR) to self-directed CPR learning in first year medical students: The two-person CPR study.

    Science.gov (United States)

    Roppolo, Lynn P; Heymann, Rahm; Pepe, Paul; Wagner, James; Commons, Bradford; Miller, Ronna; Allen, Emilie; Horne, Leyla; Wainscott, Michael P; Idris, Ahamed H

    2011-03-01

    The primary purpose of this study was to compare two, shorter, self-directed methods of cardiopulmonary resuscitation (CPR) education for healthcare professionals (HCP) to traditional training with a focus on the trainee's ability to perform two-person CPR. First-year medical students with either no prior CPR for HCP experience or prior training greater than 5 years were randomized to complete one of three courses: 1) HeartCode BLS System, 2) BLS Anytime, or 3) Traditional training. Only data from the adult CPR skills testing station was reviewed via video recording by certified CPR instructors and the Laerdal PC Skill Reporter software program (Laerdal Medical, Stavanger, Norway). There were 180 first-year medical students who met inclusion criteria: 68 were HeartCode BLS System, 53 BLS Anytime group, and 59 traditional group Regarding two-person CPR, 57 (84%) of Heartcode BLS students and 43 (81%) of BLS Anytime students were able to initiate the switch compared to 39 (66%) of traditional course students (p = 0.04). There were no significant differences in the quality of chest compressions or ventilations between the three groups. There was a trend for a much higher CPR skills testing pass rate for the traditional course students. However, failure to "clear to analyze or shock" while using the AED was the most common reason for failure in all groups. The self-directed learning groups not only had a high level of success in initiating the "switch" to two-person CPR, but were not significantly different from students who completed traditional training. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  11. Learning outcomes afforded by self-assessed, segmented video–print combinations

    OpenAIRE

    Jack Koumi

    2015-01-01

    Learning affordances of video and print are examined in order to assess the learning outcomes afforded by hybrid video–print learning packages. The affordances discussed for print are: navigability, surveyability and legibility. Those discussed for video are: design for constructive reflection, provision of realistic experiences, presentational attributes, motivational influences and teacher personalisation. The video affordances are examined through a framework of pedagogic design principles...

  12. The development of a self-assessment learning style instrument for ...

    African Journals Online (AJOL)

    All individuals deserve to be taught in a way that best suits their needs. Education should be aimed at promoting learning. In order to do so, educators should incorporate diversity into their model of teaching by acknowledging student individuality, which is expressed in different learning styles. A qualitative study was done ...

  13. Effectiveness of an adult-learning, self-directed model compared with traditional lecture-based teaching methods in out-of-hospital training.

    Science.gov (United States)

    De Lorenzo, Robert A; Abbott, Cynthia A

    2004-01-01

    Until recently, the U.S. Army Combat Medic School used a traditional teaching model with heavy emphasis on large group lectures. Skills were taught separately with minimal links to didactics. To evaluate whether the adult learning model improves student learning in terms of cognitive performance and perception of proficiency in military medic training. The study population was two sequential groups of randomly selected junior, enlisted, active duty soldiers with no prior formal emergency medical training who were enrolled in an experimental model of a U.S. Army Combat Medic School. The control population was a similar group of students enrolled in the traditional curriculum. Instructors were drawn from the same pool, with experimental group instructors receiving two weeks of training in adult-learning strategies. The study population was enrolled in the experimental program that emphasized the principles of adult learning, including small-group interactive approach, self-directed study, multimedia didactics, and intensive integrated practice of psychomotor skills. Instructors and students were also surveyed at the end of the course as to their confidence in performing four critical skills. The survey instrument used a five-point scale ranging from "strongly disagree" through "undecided" to "strongly agree." Proficiency for this survey was defined as the sum of the top two ratings of "agree" or "strongly agree" to questions regarding the particular skill. Both experimental and control programs lasted ten weeks and covered the same academic content and nonacademic (e.g., physical fitness) requirements, and the two groups of students had similar duty days. Evaluations included performance on internal and National Registry of Emergency Medical Technicians (NREMT) written examinations and other measures of academic and nonacademic performance. One hundred fifty students (experimental n = 81, control n = 69) were enrolled in 1999-2000. The scores for internal course

  14. An effective self-assessment based on concept map extraction from test-sheet for personalized learning

    Science.gov (United States)

    Liew, Keng-Hou; Lin, Yu-Shih; Chang, Yi-Chun; Chu, Chih-Ping

    2013-12-01

    Examination is a traditional way to assess learners' learning status, progress and performance after a learning activity. Except the test grade, a test sheet hides some implicit information such as test concepts, their relationships, importance, and prerequisite. The implicit information can be extracted and constructed a concept map for considering (1) the test concepts covered in the same question means these test concepts have strong relationships, and (2) questions in the same test sheet means the test concepts are relative. Concept map has been successfully employed in many researches to help instructors and learners organize relationships among concepts. However, concept map construction depends on experts who need to take effort and time for the organization of the domain knowledge. In addition, the previous researches regarding to automatic concept map construction are limited to consider all learners of a class, which have not considered personalized learning. To cope with this problem, this paper proposes a new approach to automatically extract and construct concept map based on implicit information in a test sheet. Furthermore, the proposed approach also can help learner for self-assessment and self-diagnosis. Finally, an example is given to depict the effectiveness of proposed approach.

  15. An Examination of the Self-directed Online Leadership Learning Choices of Public Health Professionals: The Maternal and Child Health Public Health Leadership Institute Experience.

    Science.gov (United States)

    Fernandez, Claudia S P; Noble, Cheryl C; Jensen, Elizabeth T

    To assess the self-selected asynchronous leadership module-based learning choices of public health professionals participating in the Maternal and Child Health Public Health Leadership Institute (MCH PHLI). Online module completion and evaluation data were used to determine the topics most utilized by the Fellows; whether the topics and mode of training were acceptable, relevant, and practical; and whether participant characteristics explained any usage patterns. A total of 109 enrolled Fellows in the MCH PHLI program. Module frequency of selection by Fellows; Fellows' rating scores in regard to relevance, practicality, and acceptability of module topics. All program titles were highly rated. The 5 most frequently selected module topics were employee engagement (87.2%), talent acquisition strategies (84.4%), employee motivation (79.8%), emotional intelligence (78.9%), and workforce development strategies (68.8%). The least accessed topics focused on cultural competence (15.6%), social marketing (25.7%), effective communication and advocacy (25.7%), family partnerships (25.9%), and creating learning organizations (31.2%). All module topics provided were rated as relevant, practical, and acceptable to these public health leaders. Self-directed computer-based learning was rated strongly by the MCH public health leaders in this study. Such an approach can be used to customize training to individual needs and interests. These findings suggest that inclusion of skills that enable public health leaders to effectively work with and through others was of core interest in the MCH PHLI. The finding of higher usage of topics related to workforce management can provide guidance for those developing leadership development programs for maternal and child health professionals. In addition, leadership needs and interests should be assessed regularly to ensure that competency-based leadership development guidelines are adapting to the evolving and complex challenges faced by leaders

  16. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Head, Eyes, Ears, Nose and Throat Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-09-01

    Full Text Available Audience: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: Head, Eyes, Ears, Nose and Throat (HEENT complaints are very commonly seen in the Emergency Department. Numbers vary as to exact prevalence, but sources show that there are about 2 million annual emergency department (ED visits in the United States for non-traumatic dental problems, representing 1.5% of all ED visits.1 Other sources show that symptoms referable to the throat encompass 2,496,000 visits or 1.9% of total visits.2 Notably, about 8% of the written exam in emergency medicine covers the topic of head and neck complaints, making it the second most tested topic behind cardiovascular.3 Residents must be proficient in the differential diagnosis and management of the wide variety of HEENT emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.4-6 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.6-8 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.9-13 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident

  17. Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?

    Science.gov (United States)

    Raaijmakers, Steven F; Baars, Martine; Paas, Fred; van Merriënboer, Jeroen J G; van Gog, Tamara

    2018-01-01

    Students' ability to accurately self-assess their performance and select a suitable subsequent learning task in response is imperative for effective self-regulated learning. Video modeling examples have proven effective for training self-assessment and task-selection skills, and-importantly-such training fostered self-regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task-selection rule or a more general heuristic task-selection rule in biology would transfer to self-regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task-selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self-regulated learning in math. Future research should investigate how to support transfer of task-selection skills across domains.

  18. Online Learning Journals as an Instructional and Self-Assessment Tool for Epistemological Growth

    Directory of Open Access Journals (Sweden)

    Clare Brett

    2009-09-01

    Full Text Available This study looked at the instructional and assessment effects of using learning journals in three distance asynchronous computer conferencing courses (n=18, n=16, n=17. The instructor used a design-research methodology: each iteration of the course involved modifications to how learning journals were used based on analyses of the responses and results from the preceding course. Modifications included: a use of orienting questions; b question content, c journal assessment and d amount of scaffolding. Protocols were analyzed with a view to characterizing students’ epistemic cognition from two perspectives: belief mode (rationalist epistemology, self analysis, norms of inquiry to defend competing beliefs and design mode (knowledge building epistemology, collective responsibility, norms of inquiry to support idea improvement and explanatory coherence. Changes in metacognitive reflection and learning journal activity were related to measures of learning. As a pedagogical tool, learning journals with directed questions (scaffolding encouraged self-awareness of learning and epistemological reflection. Résumé : La présente étude a examiné les effets de l’utilisation de journaux d’apprentissage sur l’enseignement et l’évaluation dans trois cours à distance asynchrones en téléconférence assistée par ordinateur (n = 18, n = 16, n = 17. L’instructeur a utilisé une méthodologie de recherche-conception : à chaque prestation du cours, des modifications étaient apportées à la manière dont les journaux d’apprentissage étaient utilisés en se basant sur l’analyse des réponses et les résultats obtenus lors de la prestation précédente. Les modifications concernaient : a l’utilisation de questions d’orientation; b le contenu des questions; c l’évaluation du journal; d la quantité d’échafaudage. Les protocoles ont été analysés de manière à caractériser la cognition épistémique des étudiants à partir de deux

  19. Online self-assessment materials: do these make a difference to student learning?

    Directory of Open Access Journals (Sweden)

    Mary Peat

    2000-12-01

    Full Text Available In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995, found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998. A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope with

  20. Validation of self-directed learning instrument and establishment of normative data for nursing students in taiwan: using polytomous item response theory.

    Science.gov (United States)

    Cheng, Su-Fen; Lee-Hsieh, Jane; Turton, Michael A; Lin, Kuan-Chia

    2014-06-01

    Little research has investigated the establishment of norms for nursing students' self-directed learning (SDL) ability, recognized as an important capability for professional nurses. An item response theory (IRT) approach was used to establish norms for SDL abilities valid for the different nursing programs in Taiwan. The purposes of this study were (a) to use IRT with a graded response model to reexamine the SDL instrument, or the SDLI, originally developed by this research team using confirmatory factor analysis and (b) to establish SDL ability norms for the four different nursing education programs in Taiwan. Stratified random sampling with probability proportional to size was used. A minimum of 15% of students from the four different nursing education degree programs across Taiwan was selected. A total of 7,879 nursing students from 13 schools were recruited. The research instrument was the 20-item SDLI developed by Cheng, Kuo, Lin, and Lee-Hsieh (2010). IRT with the graded response model was used with a two-parameter logistic model (discrimination and difficulty) for the data analysis, calculated using MULTILOG. Norms were established using percentile rank. Analysis of item information and test information functions revealed that 18 items exhibited very high discrimination and two items had high discrimination. The test information function was higher in this range of scores, indicating greater precision in the estimate of nursing student SDL. Reliability fell between .80 and .94 for each domain and the SDLI as a whole. The total information function shows that the SDLI is appropriate for all nursing students, except for the top 2.5%. SDL ability norms were established for each nursing education program and for the nation as a whole. IRT is shown to be a potent and useful methodology for scale evaluation. The norms for SDL established in this research will provide practical standards for nursing educators and students in Taiwan.

  1. Individualized tracking of self-directed motor learning in group-housed mice performing a skilled lever positioning task in the home cage.

    Science.gov (United States)

    Silasi, Gergely; Boyd, Jamie D; Bolanos, Federico; LeDue, Jeff M; Scott, Stephen H; Murphy, Timothy H

    2018-01-01

    Skilled forelimb function in mice is traditionally studied through behavioral paradigms that require extensive training by investigators and are limited by the number of trials individual animals are able to perform within a supervised session. We developed a skilled lever positioning task that mice can perform within their home cage. The task requires mice to use their forelimb to precisely hold a lever mounted on a rotary encoder within a rewarded position to dispense a water reward. A Raspberry Pi microcomputer is used to record lever position during trials and to control task parameters, thus making this low-footprint apparatus ideal for use within animal housing facilities. Custom Python software automatically increments task difficulty by requiring a longer hold duration, or a more accurate hold position, to dispense a reward. The performance of individual animals within group-housed mice is tracked through radio-frequency identification implants, and data stored on the microcomputer may be accessed remotely through an active internet connection. Mice continuously engage in the task for over 2.5 mo and perform ~500 trials/24 h. Mice required ~15,000 trials to learn to hold the lever within a 10° range for 1.5 s and were able to further refine movement accuracy by limiting their error to a 5° range within each trial. These results demonstrate the feasibility of autonomously training group-housed mice on a forelimb motor task. This paradigm may be used in the future to assess functional recovery after injury or cortical reorganization induced by self-directed motor learning. NEW & NOTEWORTHY We developed a low-cost system for fully autonomous training of group-housed mice on a forelimb motor task. We demonstrate the feasibility of tracking both end-point, as well as kinematic performance of individual mice, with each performing thousands of trials over 2.5 mo. The task is run and controlled by a Raspberry Pi microcomputer, which allows for cages to be

  2. Reflection as Self-Assessment

    Science.gov (United States)

    Pappas, Marjorie L.

    2010-01-01

    In this article, the author discusses how reflection can be used as self-assessment. Reflection involves not only thinking about a learning experience, but also questioning parts of the experience. Reflection is thinking about what one knows from the learning experience, what one might do differently the next time. Reflection is wondering about…

  3. The Self-assessment Practices of Hong Kong Secondary Students: Findings with a New Instrument.

    Science.gov (United States)

    Yan, Zi

    Self-assessment is a core skill that enables students to engage in self-regulated learning. The purpose of this study was to examine the psychometric properties of a Self-assessment Practice Scale and to depict the characteristics of self-assessment practices of Hong Kong secondary students using this newly developed instrument. A total of 6,125 students from 10 Hong Kong secondary schools completed the survey. Both Rasch and factor analyses revealed a two-dimension scale structure (i.e., Self-directed Feedback Seeking and Self-reflection). The two subscales demonstrated acceptable psychometric properties and suggestions for further improvement were proposed. The findings regarding self-assessment practices of secondary students indicated that, in general, students were quite used to engaging in self-reflection based on available feedback, but they were less disposed to taking the initiative to seek feedback on their own performance. Key demographic variables, e.g., gender and year level, played important roles in students' self-assessment practices. Girls had significantly higher self-assessment measures on both scales than did boys. Junior students had higher measures on both scales than did their senior counterparts. Implications and directions for future research were discussed.

  4. Student Self-Assessment in Higher Education

    NARCIS (Netherlands)

    D.N.M. Lew (Magdeleine)

    2009-01-01

    textabstractThis thesis addresses the theme of student self-assessment in higher education. Self-assessment is defined as the process by which students make judgments about their learning, particularly their learning outcomes (Boud & Falchikov, 1989; Eva et al., 2004). It functions to train students

  5. Recommendations to enhance constructivist-based learning in Interprofessional Education using video-based self-assessment.

    Science.gov (United States)

    Dahmen, Uta; Schulze, Christine; Schindler, Claudia; Wick, Katharina; Schwartze, Dominique; Veit, Andrea; Smolenski, Ulrich

    2016-01-01

    Interprofessional collaboration is crucial to the optimization of patient care. This paper aims to provide recommendations for implementing an innovative constructivist educational concept with the core element of video-based self-assessment. A course for students in medicine, physiotherapy, and nursing was developed through interprofessional, cross-institutional collaboration. The course consisted of drawing on prior knowledge about the work done by each professional group in regard to a specific clinical scenario and an interprofessional treatment situation, filming a role play of this treatment situation, and a structured self-assessment of the role play. We evaluated the preparation and implementation of the three courses conducted thus far. Concrete recommendations for implementation were made based on evaluation sheets (students), open discussions (tutors, instructors, institutions) and recorded meeting minutes (project managers, project participants). Basic recommendations for implementation include: selecting appropriate criteria for self-assessment and a simulated situation that offers members of each professional group an equal opportunity to act in the role play. In terms of administrative implementation we recommend early coordination among the professions and educational institutions regarding the target groups, scheduling and attendance policy to ensure participant recruitment across all professions. Procedural planning should include developing teaching materials, such as the case vignette and treatment scenario, and providing technical equipment that can be operated intuitively in order to ensure efficient recording. These recommendations serve as an aid for implementing an innovative constructivist educational concept with video-based self-assessment at its core.

  6. Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment. Studies in Mathematical Thinking and Learning Series.

    Science.gov (United States)

    Artzt, Alice F.; Armour-Thomas, Eleanor

    This activity-oriented book for preservice mathematics teachers who are taking methods courses or who have been student teaching offers a framework for teacher reflection and self- assessment. It supplies detailed observation instruments for observing other teachers, reflective activities, and guidelines and instruments for supervisors. There are…

  7. Background Languages, Learner Motivation and Self-Assessed Progress in Learning Zulu as an Additional Language in the UK

    Science.gov (United States)

    Marten, Lutz; Mostert, Carola

    2012-01-01

    The article reports results of a study of beginner-level learners of Zulu in higher education in the UK, focussing on learners' linguistic background, their motivation and reasons for studying Zulu, and their self-assessed progress at the beginning of the second term of teaching. The study shows that participants typically studied Zulu as an…

  8. The Relationship between Self-Direction and Wellness among Graduate Students.

    Science.gov (United States)

    Owen, T. Ross

    1999-01-01

    Self Directed Learning Readiness Scale and a wellness measure were completed by 185 graduate students. Creativity significantly correlated with wellness; intellectual wellness and spirituality/values correlated with self-directed learning. Self-directed learners appear to feel strongly about creative expression, and creative pursuits have the…

  9. Recommendations to enhance constructivist-based learning in Interprofessional Education using video-based self-assessment

    Directory of Open Access Journals (Sweden)

    Dahmen, Uta

    2016-04-01

    Full Text Available Introduction: Interprofessional collaboration is crucial to the optimization of patient care.Aim: This paper aims to provide recommendations for implementing an innovative constructivist educational concept with the core element of video-based self-assessment.Methodology: A course for students in medicine, physiotherapy, and nursing was developed through interprofessional, cross-institutional collaboration. The course consisted of We evaluated the preparation and implementation of the three courses conducted thus far. Concrete recommendations for implementation were made based on evaluation sheets (students, open discussions (tutors, instructors, institutions and recorded meeting minutes (project managers, project participants.Results: Basic recommendations for implementation include: selecting appropriate criteria for self-assessment and a simulated situation that offers members of each professional group an equal opportunity to act in the role play. In terms of administrative implementation we recommend early coordination among the professions and educational institutions regarding the target groups, scheduling and attendance policy to ensure participant recruitment across all professions. Procedural planning should include developing teaching materials, such as the case vignette and treatment scenario, and providing technical equipment that can be operated intuitively in order to ensure efficient recording.Conclusion: These recommendations serve as an aid for implementing an innovative constructivist educational concept with video-based self-assessment at its core.

  10. Change in self-assessed comfort level of first-year pharmacy students as an alternative approach to measure teaching effectiveness and learning outcomes.

    Science.gov (United States)

    Oelschlaeger, Peter

    2017-05-01

    Objective measures for assessing teaching effectiveness and learning outcomes in the pharmacy curriculum are needed for improving quality of instruction and faculty development. The purpose of this article is to introduce a new teaching assessment method that focuses on self-assessed change in student comfort with the topics taught rather than evaluation of the instructor and to evaluate its performance in comparison to conventional student evaluations of teaching (SET). Six successive cohorts of first-year pharmacy students were surveyed regarding their comfort level at the beginning and end of a 10-week pharmacology course. The change in self-assessed comfort level (ΔSACL) was interpreted as the amount of learning that occurred. This indicator was compared to ratings of a statement from SET designed to obtain the same information. An increasing ΔSACL suggests an increase in learning over time. Differences were observed between ΔSACL and corresponding results from SET, suggesting that there could be extrinsic factors influencing the results. The use of ΔSACL could provide an alternative or complementary approach to assess teaching effectiveness that focuses less on the instructor and more on the actual student learning outcomes. Copyright © 2017 Elsevier Inc. All rights reserved.

  11. The relation between Turkish university EFL students' educational and social background and their attitude toward self-directed learning and their attendance at self-access centers

    OpenAIRE

    İskenderoğlu, Zeynep

    1992-01-01

    Ankara : The Faculty of Letters and the Institute of Economics and Social Sciences of Bilkent Univ., 1992. Thesis (Master's) -- Bilkent University, 1992. Includes bibliographical references leaves 52-55. In the last decade the focus of EFL/ESL has been on the learner and the learning experience of the learner. Teaching learners how to learn and how to direct their learning has been the focus of attention. In other words, teaching them how to learn vocabulary rather than teaching list...

  12. Implementing Self-Assessment in Singapore Primary Schools: Effects on Students' Perceptions of Self-Assessment

    Science.gov (United States)

    Wong, Hwei Ming

    2017-01-01

    Student academic self-assessment engages the students in deliberate reflection about what they are learning and how they are learning it. This intervention study investigated the effects of self-assessment training on students' perceptions towards self-assessment in two Singaporean primary schools. The study, which used a pretest-posttest design,…

  13. The use of objective structured self-assessment and peer-feedback (OSSP) for learning communication skills: evaluation using a controlled trial.

    Science.gov (United States)

    Perera, Jennifer; Mohamadou, Galy; Kaur, Satpal

    2010-05-01

    Feedback is essential to guide students towards expected performance goals. The usefulness of teacher feedback on improving communication skills (CS) has been well documented. It has been proposed that self-assessment and peer-feedback has an equally important role to play in enhancing learning. This is the focus of this study. Objectively structured self-assessment and peer feedback (OSSP) was incorporated into small group CS teaching sessions of a group of semester one medical students who were learning CS for the first time, to minimise the influence of previous educational interventions. A control group matched for academic performance, gender and age was used to enable parallel evaluation of the innovation. A reflective log containing closed and open ended questions was used for OSSP. Facilitators and simulated patients provided feedback to students in both groups during CS learning as per routine practice. Student perceptions on OSSP and acceptability as a learning method were explored using a questionnaire. CS were assessed in both groups using objective structured clinical examination (OSCE) as per routine practice and assessors were blinded as to which group the student belonged. Mean total score and scores for specific areas of interview skills were significantly higher in the experimental group. Analysis of the questionnaire data showed that students gained fresh insights into specific areas such as empathy, addressing patients' concerns and interview style during OSSP which clearly corroborated the specific differences in scores. The free text comments were highly encouraging as to acceptability of OSSP, in spite of 67% being never exposed to formal self- and peer-assessment during pre-university studies. OSSP promotes effective CS learning and learner acceptability is high.

  14. The Use of Mobile Devices Outside of the Classroom for Self-Directed Learning among Female EFL Students in Saudi Arabia

    Science.gov (United States)

    Albedah, Fatimah; Lee, Chwee Beng

    2017-01-01

    English language proficiency is an increasingly vital skill for employment in Saudi Arabia. However, compulsory English as a foreign language courses at all levels of education have only produced inadequate results. One of the issues consistently raised as a barrier to effective EFL learning is the use of passive learning pedagogies and the lack…

  15. Factors influencing medical students' self-assessment of examination performance accuracy: A United Arab Emirates study.

    Science.gov (United States)

    Shaban, Sami; Aburawi, Elhadi H; Elzubeir, Khalifa; Elango, Sambandam; El-Zubeir, Margaret

    2016-01-01

    Assessment of one's academic capabilities is essential to being an effective, self-directed, life-long learner. The primary objective of this study was to analyze self-assessment accuracy of medical students attending the College of Medicine and Health Sciences, United Arab Emirates University, by examining their ability to assess their own performance on an MCQ examination. 1 st and 2 nd year medical students (n = 235) self-assessed pre and post-examination performance were compared with objectively measured scores (actual examination performance). Associations between accuracy of score prediction (pre and post assessment), and students' gender, year of education, perceived preparation, confidence and anxiety were also determined. Expected mark correlated significantly with objectively assessed marks (r = 0.407; P self-assessment accuracy. Findings reinforce existing evidence indicating that medical students are poor self-assessors. There are potentially multiple explanations for misjudgment of this multidimensional construct that require further investigation and change in learning cultures. The study offers clear targets for change aimed at optimizing self-assessment capabilities.

  16. Improving Self-Regulated Learning: Effects of Training and Feedback on Self-Assessment and Task-Selection Accuracy

    NARCIS (Netherlands)

    Raaijmakers, S.F.|info:eu-repo/dai/nl/413317862

    2018-01-01

    The ability to self-regulate one’s own learning is increasingly important in current society. In almost every line of work it is necessary to regularly update one’s knowledge and skills. This requires effective self-regulated learning skills. However, most people do not possess effective

  17. Utility of a Validated Rating Scale for Self-Assessment in Microsurgical Training.

    Science.gov (United States)

    Grant, Aaron L; Temple-Oberle, Claire

    The purpose of this study is to determine the utility of self-assessment in microsurgical training using a previously validated rating scale. A prospective study of surgical residents taking a hands-on 5-day microsurgical training course. Learners completed multiple self-assessments of their technical skills using the University of Western Ontario Microsurgical Acquisition/Assessment instrument. Simultaneously, preceptors assessed the learners using the same scale. Self-assessment and preceptor scores were compared using the Pearson correlation coefficient (PCC). There was a significant agreement noted between the 32 preceptor assessments and 36 self-assessments that were completed. Correlation between scores for the knot-tying (PCC = 0.62) and anastomosis modules (PCC = 0.77) was good and excellent, respectively. Preceptor scores and self-scores improved over the duration of the course: for preceptors, knot-tying scores increased from 58% on day 1 to 78% on day 5 (p = 0.02) and anastomosis scores improved from 56% to 82% (p = 0.004); for self-scores, knot-tying scores increased from 44% to 81% (p = 0.001) and anastomosis scores from 49% to 84% (p = 0.001). Learners with greater experience (higher postgraduate year level) tended to have higher self as well as preceptor ratings, albeit not statistically significant. Self-assessment using the University of Western Ontario Microsurgical Acquisition/Assessment instrument has good to excellent agreement with preceptor-assessment scores suggesting good interrater reliability. Self-assessment using such tools may, therefore, be used along with preceptor supervision and assessment to potentially improve self-directed learning during these courses. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  18. Promoting Self-Directed Learning in Developing or Poorly Defined Subject Areas: A Problem-Based Course in Molecular Biology, Genetics, and Cancer.

    Science.gov (United States)

    Edmondson, Katherine M.

    A new problem-based course in molecular biology, genetics, and cancer for first-year veterinary students was developed at the College of Veterinary Medicine at Cornell University (New York). The course was developed out of a desire to foster student-centered and lifelong learning and to integrate basic and clinical science knowledge despite a lack…

  19. Performance success from self-assessments

    International Nuclear Information System (INIS)

    Hughes, G.

    1996-01-01

    This paper provides information on and successes of self-assessments completed at the Callaway plant. It stresses the vital needs and substantial benefits from these continual self-improvement efforts. The Callaway plant staff use a variety of methods and techniques to do self-assessments with the focus on performance outcomes. Self-assessments help Callaway focus on the priority issues and direct resources properly. Callaway's success has been due to this learning culture. The Callaway plant is a Westinghouse four-loop plant in the state of Missouri and has been operational since 1984

  20. Flipping the Classroom: Assessment of Strategies to Promote Student-Centered, Self-Directed Learning in a Dental School Course in Pediatric Dentistry.

    Science.gov (United States)

    Bohaty, Brenda S; Redford, Gloria J; Gadbury-Amyot, Cynthia C

    2016-11-01

    The aim of this study was to explore student and course director experiences with the redesign of a traditional lecture-based course into a flipped classroom for teaching didactic content in pediatric dentistry to second-year dental students. The study assessed student satisfaction, extent of student engagement, overall course grades, and course director satisfaction. The students enrolled in a flipped classroom pediatric dentistry course (spring semester 2014; SP14) were asked to complete pre- and post-course questionnaires to assess their perceptions of active learning, knowledge acquisition, and course satisfaction. The process was repeated with the class enrolled in the same course the following year (SP15). Responses for SP14 and SP15 resulted in an overall response rate of 95% on the pre questionnaire and 84% on the post questionnaire. The results showed that the greatest perceived advantage of the flipped classroom design was the availability and access to online content and course materials. Students reported enhanced learning due to heightened engagement in discussion. The results also showed that students' overall course grades improved and that the course director was satisfied with the experience, particularly after year two. Many calls have been made for educational strategies that encourage critical thinking instead of passive learning environments. This study provides one example of a course redesign and demonstrates the need for both faculty and student development to ensure success when a flipped classroom methodology is introduced.

  1. Health Sciences Students’ Self-Assessment of Information and Communication Technology Skills and Attitude Toward e-Learning

    Science.gov (United States)

    Al-Shawaf, Hamza Mohammad Hassan; Almajran, Abdullah Abdulaziz

    2016-01-01

    Background In medical education, information and communication technology (ICT) knowledge and skills have become a necessity and an integral part of preparing tomorrow’s doctors to be sufficiently competent to use informatics resources effectively and efficiently for the best practice of medicine. Objective This research aimed to study the literacy of the preprofessional students in ICT before and after taking the basic informatics course at the Health Sciences Center at Kuwait University, to understand their potential and their attitudes toward using ICT, including e-learning. Methods A validated questionnaire was used to collect data from 200 students in 2 stages: before and after the informatics course on the preprofessional program. In addition, the tutors’ observational assessments of the students’ achievements during the informatics course were obtained. Results The response rate of students before the course was 85.5% (171/200) and after was 77% (154/200). Of 200 students, 85% were female, and 15% were male. This disproportional representation of genders was due to the fact that 85% of registered students were female. Approximately 59% (101/171) of the students assessed themselves before the course as computer literate; afterward, this increased to 70.1% (108/154). Students who were still computer illiterate (29.2%; 45/154) mostly used the excuse of a lack of time (60%; 27/45). In generic ICT skills, the highest levels were for word processing, email, and Web browsing, whereas the lowest levels were for spreadsheets and database. In specific ICT skills, most respondents were reported low levels for statistical package use and Web page design. The results found that there was a significant improvement between students’ general ICT skills before and after the course. The results showed that there were significant improvement between how frequently students were using Medline (Pstudents who completed the course (72.8%; 110/151) chose the learning

  2. Health Sciences Students' Self-Assessment of Information and Communication Technology Skills and Attitude Toward e-Learning.

    Science.gov (United States)

    Buabbas, Ali Jassem; Al-Shawaf, Hamza Mohammad Hassan; Almajran, Abdullah Abdulaziz

    2016-06-20

    In medical education, information and communication technology (ICT) knowledge and skills have become a necessity and an integral part of preparing tomorrow's doctors to be sufficiently competent to use informatics resources effectively and efficiently for the best practice of medicine. This research aimed to study the literacy of the preprofessional students in ICT before and after taking the basic informatics course at the Health Sciences Center at Kuwait University, to understand their potential and their attitudes toward using ICT, including e-learning. A validated questionnaire was used to collect data from 200 students in 2 stages: before and after the informatics course on the preprofessional program. In addition, the tutors' observational assessments of the students' achievements during the informatics course were obtained. The response rate of students before the course was 85.5% (171/200) and after was 77% (154/200). Of 200 students, 85% were female, and 15% were male. This disproportional representation of genders was due to the fact that 85% of registered students were female. Approximately 59% (101/171) of the students assessed themselves before the course as computer literate; afterward, this increased to 70.1% (108/154). Students who were still computer illiterate (29.2%; 45/154) mostly used the excuse of a lack of time (60%; 27/45). In generic ICT skills, the highest levels were for word processing, email, and Web browsing, whereas the lowest levels were for spreadsheets and database. In specific ICT skills, most respondents were reported low levels for statistical package use and Web page design. The results found that there was a significant improvement between students' general ICT skills before and after the course. The results showed that there were significant improvement between how frequently students were using Medline (PLibrary (Pstudents who completed the course (72.8%; 110/151) chose the learning management system as the most useful e-learning

  3. Self Assessment for Socializing

    Science.gov (United States)

    McDonald, Betty

    2011-01-01

    Socializing is an integral part of human relations and auger well for the human development. Defined as "the involvement of students in identifying standards and/or criteria to apply to their work and making judgments about the extent to which they have met these criteria and standards", self assessment by its nature teaches students how to…

  4. Management self assessment plan

    Energy Technology Data Exchange (ETDEWEB)

    Debban, B.L.

    1998-01-30

    Duke Engineering and Services Hanford Inc., Spent Nuclear Fuel Project is responsible for the operation of fuel storage facilities. The SNF project mission includes the safe removal, processing and transportation of Spent Nuclear Fuel from 100 K Area fuel storage basins to a new Storage facility in the Hanford 200 East Area. Its mission is the modification of the 100 K area fuel storage facilities and the construction of two new facilities: the 100 K Area Cold Vacuum Drying Facility, and the 200 East Area Canister Storage Building. The management self assessment plan described in this document is scheduled to begin in April of 1999 and be complete in May of 1999. The management self assessment plan describes line management preparations for declaring that line management is ready to commence operations.

  5. Management self assessment plan

    International Nuclear Information System (INIS)

    Debban, B.L.

    1998-01-01

    Duke Engineering and Services Hanford Inc., Spent Nuclear Fuel Project is responsible for the operation of fuel storage facilities. The SNF project mission includes the safe removal, processing and transportation of Spent Nuclear Fuel from 100 K Area fuel storage basins to a new Storage facility in the Hanford 200 East Area. Its mission is the modification of the 100 K area fuel storage facilities and the construction of two new facilities: the 100 K Area Cold Vacuum Drying Facility, and the 200 East Area Canister Storage Building. The management self assessment plan described in this document is scheduled to begin in April of 1999 and be complete in May of 1999. The management self assessment plan describes line management preparations for declaring that line management is ready to commence operations

  6. Self-assessment on the competencies and reported improvement priorities for pediatrics residents.

    Science.gov (United States)

    Li, Su-Ting T; Tancredi, Daniel J; Burke, Ann E; Guillot, Ann; Guralnick, Susan; Trimm, R Franklin; Mahan, John D

    2012-12-01

    Self-assessment and self-directed learning are essential to becoming an effective physician. To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors "novice" and "proficient" (0-100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. A total of 4167 residents completed an ILP in academic year 2009-2010, with residents' ratings improving from advanced beginner (48 on a 0-100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

  7. Contract 98 Self-Assessment

    Energy Technology Data Exchange (ETDEWEB)

    1993-04-01

    This report documents the results of LBL`s Self-Assessment required by Appendix F to Contract DE ACOO3765F00098. This self assessment covers the performance measures set forth in Appendix F except those requiring an external audit. The performance measures for LBL are in the areas of ES&H Finance, Human Services and Procurement and Property. LBL is a multi-program laboratory operated by the University of California (UC) for DOE. The mission of LBL includes performing research in energy, general, and life sciences. LBL facilities include the main site on 130 acres located in the cities of Berkeley and Oakland; laboratories and offices located in buildings on the UC Berkeley Campus; and three leased buildings in the cities of Berkeley and Emeryville. 1. Involvement of Line Management in the assessment process to provide awareness and ownership. 2. Using existing assessments, audits and appraisals in lieu of a new assessment wherever possible. 3. Conduct of the assessments by individuals with functional responsibility and knowledge of the areas being assessed. 4. Interaction with individuals performing assessments at other Laboratories to enhance our learning process. As anticipated, a number of findings will require corrective action. General corrective actions are identified for key findings in this report. In early May 1993, this Laboratory will begin the development of detailed formal corrective action plans which will be entered into a laboratory automated corrective action tracking system.

  8. A Simple Model of Self-Assessments

    NARCIS (Netherlands)

    S. Dominguez Martinez (Silvia); O.H. Swank (Otto)

    2006-01-01

    textabstractWe develop a simple model that describes individuals' self-assessments of their abilities. We assume that individuals learn about their abilities from appraisals of others and experience. Our model predicts that if communication is imperfect, then (i) appraisals of others tend to be too

  9. A simple model of self-assessment

    NARCIS (Netherlands)

    Dominguez-Martinez, S.; Swank, O.H.

    2009-01-01

    We develop a simple model that describes individuals' self-assessments of their abilities. We assume that individuals learn about their abilities from appraisals of others and experience. Our model predicts that if communication is imperfect, then (i) appraisals of others tend to be too positive and

  10. Living Language: Self-Assessment, Oral Production, and Domestic Immersion

    Science.gov (United States)

    Dolosic, Haley N.; Brantmeier, Cindy; Strube, Michael; Hogrebe, Mark C.

    2016-01-01

    With 24 adolescent students enrolled in a French language summer camp, the present study examines the relationship between self-assessment and oral production in French, interpreting results through a framework of individual learning variables. Participants were surrounded by French inside and outside the classroom. Self-assessment was measured…

  11. I Can Assess Myself: Singaporean Primary Students' and Teachers' Perceptions of Students' Self-Assessment Ability

    Science.gov (United States)

    Wong, Hwei Ming

    2016-01-01

    Student self-assessment engages the students in purposeful reflection about what they are learning and how they are learning it. This study investigated the perceptions of students and teachers towards the students' self-assessment ability in two Singapore primary schools. A total of 75 students were taught how to use self-assessment. Eighteen…

  12. SELF-ASSESSMENT AMONG YOUNG LEARNERS OF ENGLISH

    Directory of Open Access Journals (Sweden)

    Arni Sukmiarni

    2015-12-01

    Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

  13. Self-Assessment among Young Learners of English

    Directory of Open Access Journals (Sweden)

    Arni Sukmiarni

    2015-12-01

    Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

  14. An Investigation of Big Five and Narrow Personality Traits in Relation to Learner Self-Direction in Undergraduate Students

    Science.gov (United States)

    Kirwan, Jeral

    2014-01-01

    Self-direction in learning is a major topic in the field of adult learning. There has been extensive coverage of the topic by theorists, researchers, and practitioners. However, there have been few studies which look at learner self-direction specifically as a personality trait. The present study addresses the relationship between learner…

  15. Bridging the Gap: Self-Directed Staff Technology Training

    Directory of Open Access Journals (Sweden)

    Kayla L. Quinney

    2010-12-01

    Full Text Available Undergraduates, as members of the Millennial Generation, are proficient in Web 2.0 technology and expect to apply these technologies to their coursework—including scholarly research. To remain relevant, academic libraries need to provide the technology that student patrons expect, and academic librarians need to learn and use these technologies themselves. Because leaders at the Harold B. Lee Library of Brigham Young University (HBLL perceived a gap in technology use between students and their staff and faculty, they developed and implemented the Technology Challenge, a self-directed technology training program that rewarded employees for exploring technology daily. The purpose of this paper is to examine the Technology Challenge through an analysis of results of surveys given to participants before and after the Technology Challenge was implemented. The program will also be evaluated in terms of the adult learning theories of andragogy and selfdirected learning. HBLL found that a self-directed approach fosters technology skills that librarians need to best serve students. In addition, it promotes lifelong learning habits to keep abreast of emerging technologies. This paper offers some insights and methods that could be applied in other libraries, the most valuable of which is the use of self-directed and andragogical training methods to help academic libraries better integrate modern technologies.

  16. Student Self-Assessment Practices: The Role of Gender, School Level and Goal Orientation

    Science.gov (United States)

    Yan, Zi

    2018-01-01

    The purpose of this study was to examine the effects of the key demographic variables of gender, school level and goal orientation on students' self-assessment practices, including self-directed feedback seeking (SDFS) and self-reflection (SR). A total of 8843 Hong Kong students were surveyed, ranging from Primary 4 to Secondary 6. The results…

  17. Variation in Students' Conceptions of Self-Assessment and Standards

    Directory of Open Access Journals (Sweden)

    Heng Kiat Kelvin Tan

    2011-01-01

    Full Text Available This paper reports the results of a phenomenographic study on the different ways that secondary students understood and utilized student self-assessment and how various ego types could affect the accuracy of self-assessment. The study sought to contribute to the growing literature which recognizes the critical role that students play in assessment processes, and in particular the different roles that they assume in student self-assessment. The results of the study provide insights into how different students experience self-assessment by articulating the variation in the perception and purposes of assessing one's own learning. This variation is depicted as a hierarchy of logically related students' conceptions of self-assessment.

  18. Self-Assessment in Pharmacy and Health Science Education and Professional Practice

    Science.gov (United States)

    Rose, Renee L.; Ried, L. Douglas; Brazeau, Gayle

    2010-01-01

    Self-assessment is an important skill necessary for continued development of a health care professional from student pharmacist throughout their professional career. This paper reviews the literature on student and practitioner self-assessment and whether this skill can be improved upon. Although self-assessment appears to be a skill that can be improved, both students and professionals continue to have difficulty with accurate self-assessment. Experts' external assessment of students should remain the primary method of testing skills and knowledge until self-assessment strategies improve. While self-assessment is important to lifelong learning, external assessment is also important for practitioners' continuing professional development. PMID:20798800

  19. Contract Reform Self Assessment Report

    National Research Council Canada - National Science Library

    1997-01-01

    The primary objective of this self assessment is to report on the Department of Energy's progress in implementing the Contract Reform initiative launched in February 1994 and to discuss remaining challenges...

  20. Self-Assessment Quiz Taking Behaviour Analysis in an Online Course

    Science.gov (United States)

    Ozarslan, Yasin; Ozan, Ozlem

    2016-01-01

    Self-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners' self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking…

  1. Benefits from self-assessments in nuclear stations

    International Nuclear Information System (INIS)

    Hamlin, K.W.

    1996-01-01

    Effective self-assessment is an essential characteristic of any top-performing organization. It is vital to the success of a commercial nuclear facility. It must be challenging. When done well, it clearly contributes to continuous improvement. A focus on self-assessments in nuclear stations helps define the terminology. An assessment done by an external organization usually fails to provide the added benefits and learning that result from actually performing the self-assessment, from actually experiencing the challenges of a critical self-examination

  2. Examining the Early Evidence for Self-Directed Marriage and Relationship Education: A Meta-Analytic Study

    Science.gov (United States)

    McAllister, Shelece; Duncan, Stephen F.; Hawkins, Alan J.

    2012-01-01

    This meta-analysis examines the efficacy of self-directed marriage and relationship education (MRE) programs on relationship quality and communication skills. Programs combining traditional face-to-face learning with self-directed elements are also examined, and traditional programs' effectiveness is included as a comparison point. Sixteen studies…

  3. Self-Assessment of Competences in Management Education

    Science.gov (United States)

    Hernández López, Lidia; de Saá Pérez, Petra; Ballesteros Rodríguez, Jose Luis; García Almeida, Desiderio

    2015-01-01

    Purpose: The purpose of this paper is to discuss the theoretical and practical need for research into the learning conditions that influence a student's self-assessment of their competences in management education. By means of a theoretical review, the paper introduces a model that integrates various learning conditions related to a student's…

  4. Do Accounting Students Believe in Self-Assessment?

    Science.gov (United States)

    Hill, Tanya

    2016-01-01

    In education, formal assessment focuses on summative assessment with the objective of allocating grades, limiting learning by students. Formative assessment, in the form of self-assessment, has been proposed as beneficial to student learning in various fields. This study explores the perceptions of accounting students of the self-assessment…

  5. Self-Assessment Methods in the Higher Education Quality Improvement

    Directory of Open Access Journals (Sweden)

    Jitka SMUTNÁ

    2009-06-01

    Full Text Available Organizational performance is maximized when it is based on the management and sharing of knowledge within a culture of continuous learning, innovation and improvement. The methodology embodies the principle of self-evaluation or self-assessment. The higher education institutions would learn from feedback by reviewing impact of strategies and actions, trends in results and by comparing through benchmarking. The focus of this paper is the implementation of EFQM excellence model in the higher education (HE sector. This paper describes the specific issues in implementing the model in HE institutions, with a particular focus on the choice of self-assessment methodology. The early signs are that EFQM excellence model self-assessment can help to produce a more customer-oriented culture in HE institutions, providing that the lessons learned from the wider public sector are put into practice.

  6. 問題導向學習對法律系大學生問題解決能力及自我導向學習之研究 Problem-Based Learning on the Problem-Solving Ability and Self-Directed Learning of Undergraduate Students

    Directory of Open Access Journals (Sweden)

    楊心怡 Hsin-I Yung Chi-Chia Lee

    2015-03-01

    Full Text Available 本研究旨在探討問題導向學習對大學生的問題解決能力與自我導向學習之影響。研究對象為臺北市某大學法律系65 位學生,隨機選取一班為實驗組實施問題導向學習,另一班為控制組接受講述為主的教學。以「問題解決創造力測驗」與「自我導向學習量表」為本研究評量工具。研究結果發現,實驗組在「問題解決創造力測驗」總得分顯著高於控制組,其中以「字詞聯想」、「成語替換」、「情境式問題解決」、「不合理圖形覺察」四個向度之得分顯著高於控制組。顯示問題導向學習能有效提升學生的問題解決能力。此外,實驗組在自我導向學習量表的「效率學習」、「喜愛學習」、「主動學習」的得分顯著高於控制組。本研究根據上述研究結果歸納以下結論:以問題為根基能激發學生的學習興趣並增進對問題瞭解的深度及廣度,有助於提升學生問題解決能力、思考能力及厚實專業基礎。對於擁有高度學習自主權的大學生在小組腦力激盪及討論過程,深度瞭解學習議題及整合新舊知識,達到相互支援及相互學習,有助於培養自我導向學習能力,對於日後踏出校園面臨工作之挑戰有所助益。 This study examined the effects of problem-based learning on the problem-solving ability and self-directed learning tendency of undergraduate students. A total of 65 undergraduate law students were recruited and randomly assigned to experimental and control groups. Empirical data showed that the students in the experimental group who received problem-based learning demonstrated significantly stronger performance than those in the control group in problem-solving measurement, particularly in word association, idiom substitution, and situational problem-solving subscales. In addition, the experimental group demonstrated significantly strong

  7. Assessing Self-Assessment: Can Age and Prior Literacy Attainment Predict the Accuracy of Children's Self-Assessments in Literacy?

    Science.gov (United States)

    Keane, Lainey; Griffin, Claire P.

    2018-01-01

    Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children's learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and…

  8. Self-Assessment of Vocabulary and Relevant Language Skills for Evaluation Purposes

    Directory of Open Access Journals (Sweden)

    Violeta Janulevičienė

    2011-04-01

    Full Text Available Learner self-assessment of linguistic performance has been lately used due to its potential to activate the process of learning. Self-assessment raises learner awareness of language use and leads to developing learner responsibility and autonomy. However, usefulness of self-assessment for evaluation purposes has been scarcely researched. This paper examines some aspects of learners’ self-assessment for evaluation purposes at tertiary level. Research focuses on self-assessment of English for Specific Purposes (ESP vocabulary and some language skills relevant for vocabulary retention. Data on learner self-assessment are compared to actual results in tests. The analysis provided points to importance of self-evaluation in language acquisition and suggests practical implications of self-assessment for evaluation.

  9. Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

    Science.gov (United States)

    Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

    2013-11-01

    As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

  10. A Mobile Application for User Regulated Self-Assessments

    Science.gov (United States)

    Lazarinis, Fotis; Verykios, Vassilios S.; Panagiotakopoulos, Chris

    2017-01-01

    In this paper we present a mobile application for self-assessment. The work describes the main features of the application and focuses on its acceptance by students and the increase on their learning, through its usage in real testing settings. The application supports the retrieval of questions based on a number of criteria and it was evaluated…

  11. Mentoring and Tutoring Your Students through Self-Assessment

    Science.gov (United States)

    McDonald, Betty

    2013-01-01

    This paper describes practical procedures in mentoring/tutoring students through self-assessment (SA) to establish and maintain partnership in learning. High school teachers ("n"?=?10) allow their students ("N"?=?515: 359 males) to engage in activities that help them identify standards and/or criteria to apply to their work and…

  12. Speaking Self-Assessment: Mismatches between Learners' and Teachers' Criteria

    Science.gov (United States)

    Babaii, Esmat; Taghaddomi, Shahin; Pashmforoosh, Roya

    2016-01-01

    Perceptual (mis)matches between teachers and learners are said to affect learning success or failure. Self-assessment, as a formative assessment tool, may, inter alia, be considered a means to minimize such mismatches. Therefore, the present study investigated the extent to which learners' assessment of their own speaking performance, before and…

  13. MDEP STC self assessment report

    International Nuclear Information System (INIS)

    2013-01-01

    A self assessment of the Multinational Design Evaluation Program was initiated in late 2011 to take stock of the MDEP program of work, what has been accomplished to date and what has yet to be accomplished, as well as assess if MDEP activities are enhancing safety of new reactor design reviews and harmonisation. Data was collected from both MDEP members (90 surveys were completed) and external stakeholders (15 organisations provided input). Input was requested in the areas of goals and achievements of the program, communications, scope, membership and participation. Feedback from MDEP members and external stakeholders was generally very positive. The respondents found MDEP to be a unique and useful forum to connect with experts from other regulators. Most respondents also believe that MDEP has been successful in achieving most of the goals set out in the terms of reference. However, there are areas that continue to be a challenge to harmonisation, such as differing regulatory practices among the member countries. The self-assessment found that the format and processes of the program are effective and there is not a desire for significant changes in the way the program is implemented. An overall theme that arose from the self-assessment is that MDEP is transitioning from a small group of regulators who co-operate internally, to a more inclusive organisation that has more interfaces and co-operative arrangements with other organisations. The observations from the internal and external stakeholders indicate that these interfaces with external organisations should be expanded to make MDEP more effective. For example, the conclusions suggest that MDEP is very effective in encouraging co-operation and harmonisation among the standards development organisation, and provides useful input to IAEA standard development. The self-assessment identified several actions to improve communications, and make MDEP activities more effective including: - Develop an agreed upon

  14. Research Designs and Methods in Self-Assessment Studies: A Content Analysis

    Science.gov (United States)

    Pastore, Serafina

    2017-01-01

    This paper focuses on self-assessment studies in the higher education field. In the assessment for learning perspective, self-assessment is related to reflection, metacognition, and self-regulation: all these aspects are considered as fundamental prerequisites for students' future professional development. Despite the recognition of…

  15. Effect of Peer and Self-Assessment on Male and Female Students ...

    African Journals Online (AJOL)

    ... and self assessment on the self-efficacy and students' learner autonomy in the learning of mathematics as well as determining the attitude of male and female students towards the use of peer and self assessment. The population was made of senior secondary three students (SS3) of a state public school in Osun State.

  16. The Implementation of Self-Assessment in Writing Class: A Case Study at STBA LIA Jakarta

    Science.gov (United States)

    Purwanti, Theresia Tuti

    2015-01-01

    Self-assessment has become a means of realizing the goals of learner-centered education. It is conducted to help students grow to be independent learners. With regard to this point, this case study is aimed at investigating the implementation of the self-assessment as a learning tool in writing class. Its purpose is to examine students' reactions…

  17. Accuracy in Student Self-Assessment: Directions and Cautions for Research

    Science.gov (United States)

    Brown, Gavin T. L.; Andrade, Heidi L.; Chen, Fei

    2015-01-01

    Student self-assessment is a central component of current conceptions of formative and classroom assessment. The research on self-assessment has focused on its efficacy in promoting both academic achievement and self-regulated learning, with little concern for issues of validity. Because reliability of testing is considered a sine qua non for the…

  18. Self-assessment and students' study strategies in a community of clinical practice: a qualitative study.

    NARCIS (Netherlands)

    Al-Kadri, H.M.; Al-Moamary, M.S.; Al-Takroni, H.; Roberts, C.; Vleuten, C.P.M. van der

    2012-01-01

    BACKGROUND: Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students' and supervisors' self-assessment and feedback training on students' perceptions and practices of

  19. Teachers’ Beliefs about Young EFL Learners’ Self-assessment: a Case Study of Macedonia

    Directory of Open Access Journals (Sweden)

    /Anžela Nikolovska

    2015-11-01

    Full Text Available The paper explores Macedonian primary EFL teachers’ attitudes, beliefs and practices regarding self-assessment of young learners (10-12 year-olds. The study surveyed primary EFL teachers (n=30 who teach English to 5th and 6th graders. The results indicated that vocabulary, grammar and reading were more often the focus of self-assessment tasks than the other areas of language learning. This, along with the finding that the receptive language skills were more frequently self-assessed than the productive skills has been attributed to the impact of the external exam. The most frequently used self-assessment techniques were can-do statements and check-lists. The perceived benefits and challenges of self-assessment have been found to be compatible with the findings of other studies. In spite of their positive attitudes towards learner self-assessment, the teachers expressed awareness of certain problems underlying its implementation as well as uncertainty about how to train learners to self-assess. In line with the conclusions, recommendations have been made regarding the need for greater emphasis on self-assessment of the neglected language areas (speaking and writing, the necessity of using a variety of self-assessment formats and the need for learner training in self-assessment from an early age.

  20. Making Choices: Self-Directed Teams or Total Quality Management?

    Science.gov (United States)

    Holpp, Lawrence

    1992-01-01

    Describes differences between total quality management and self-directed teams in terms of job design, decision making, flexibility, supervision, labor relations, quality, customers, and training. Offers suggestions for which method to choose when. (SK)

  1. What are the effects of self-assessment preparation in a middle school science classroom?

    Science.gov (United States)

    Severance, Sara E.

    2012-02-01

    This research was conducted by an urban middle school science teacher who sought to investigate the effects of self-assessment on student performance. A group of students were asked to give themselves a score on each learning target assessed in class and to provide evidence for their decision. Student self-assessment scores were compared to scores given by the teacher to see if students who accurately assessed their own learning scored higher on final assessments than students who did not. Assessment scores between groups of students who completed the self-assessment preparation and students who did not were also analyzed. The data indicates no correlation between the ability to self-assess and achievement. However, further implications on self-assessment at the secondary level are discussed.

  2. State Early Childhood Inclusion Self-Assessment

    Science.gov (United States)

    Whaley, Kathy T.; Cate, Debbie; Dell, Penny; Vinh, Megan; Neitzel, Jen

    2017-01-01

    This self-assessment tool provides a framework for examining key aspects of a State infrastructure that are useful for promoting high quality inclusive practices, programs and policies. The sections of the self-assessment are organized by the nine state recommendations of the "Policy Statement on Inclusion of Children with Disabilities in…

  3. Professional Growth & Support System Self-Assessment

    Science.gov (United States)

    Education Resource Strategies, 2013

    2013-01-01

    The "Professional Growth & Support System Self-Assessment" is designed to help school systems evaluate their current Professional Growth & Support strategy. The self-assessment is organized around the "Eight Principles of Strategic Professional Growth & Support." Each section allows school leaders to identify the…

  4. Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study

    Science.gov (United States)

    Al-Kadri, Hanan M.; Al-Moamary, Mohamed S.; Al-Takroni, Habib; Roberts, Chris; van der Vleuten, Cees P. M.

    2012-01-01

    Background Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students’ and supervisors’ self-assessment and feedback training on students’ perceptions and practices of self-assessment. Moreover, it evaluated the effect of self-assessment process on students’ study strategies within a community of clinical practice. Methods We conducted a qualitative phenomenological study from May 2008 to December 2009. We held 37 semi-structured individual interviews with three different cohorts of undergraduate medical students until we reached data saturation. The cohorts were exposed to different contexts while experiencing their clinical years’ assessment program. In the interviews, students’ perceptions and interpretations of ‘self-assessment practice’ and ‘supervisor-provided feedback’ within different contexts and the resulting study strategies were explored. Results The analysis of interview data with the three cohorts of students yielded three major themes: strategic practice of self-assessment, self-assessment and study strategies, and feedback and study strategies. It appears that self-assessment is not appropriate within a summative context, and its implementation requires cultural preparation. Despite education and orientation on the two major components of the self-assessment process, feedback was more effective in enhancing deeper study strategies. Conclusion This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students’ self-assessment is needed. PMID:22355241

  5. Self-assessment and students' study strategies in a community of clinical practice: a qualitative study.

    Science.gov (United States)

    Al-Kadri, Hanan M; Al-Moamary, Mohamed S; Al-Takroni, Habib; Roberts, Chris; van der Vleuten, Cees P M

    2012-01-01

    Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students' and supervisors' self-assessment and feedback training on students' perceptions and practices of self-assessment. Moreover, it evaluated the effect of self-assessment process on students' study strategies within a community of clinical practice. We conducted a qualitative phenomenological study from May 2008 to December 2009. We held 37 semi-structured individual interviews with three different cohorts of undergraduate medical students until we reached data saturation. The cohorts were exposed to different contexts while experiencing their clinical years' assessment program. In the interviews, students' perceptions and interpretations of 'self-assessment practice' and 'supervisor-provided feedback' within different contexts and the resulting study strategies were explored. The analysis of interview data with the three cohorts of students yielded three major themes: strategic practice of self-assessment, self-assessment and study strategies, and feedback and study strategies. It appears that self-assessment is not appropriate within a summative context, and its implementation requires cultural preparation. Despite education and orientation on the two major components of the self-assessment process, feedback was more effective in enhancing deeper study strategies. This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students' self-assessment is needed.

  6. Feedback data sources that inform physician self-assessment.

    Science.gov (United States)

    Lockyer, Jocelyn; Armson, Heather; Chesluk, Benjamin; Dornan, Timothy; Holmboe, Eric; Loney, Elaine; Mann, Karen; Sargeant, Joan

    2011-01-01

    Self-assessment is a process of interpreting data about one's performance and comparing it to explicit or implicit standards. To examine the external data sources physicians used to monitor themselves. Focus groups were conducted with physicians who participated in three practice improvement activities: a multisource feedback program; a program providing patient and chart audit data; and practice-based learning groups. We used grounded theory strategies to understand the external sources that stimulated self-assessment and how they worked. Data from seven focus groups (49 physicians) were analyzed. Physicians used information from structured programs, other educational activities, professional colleagues, and patients. Data were of varying quality, often from non-formal sources with implicit (not explicit) standards. Mandatory programs elicited variable responses, whereas data and activities the physicians selected themselves were more likely to be accepted. Physicians used the information to create a reference point against which they could weigh their performance using it variably depending on their personal interpretation of its accuracy, application, and utility. Physicians use and interpret data and standards of varying quality to inform self-assessment. Physicians may benefit from regular and routine feedback and guidance on how to seek out data for self-assessment.

  7. Using self-assessment to develop metacognition and self-regulated learners.

    Science.gov (United States)

    Siegesmund, Amy

    2017-06-15

    Student success is too often challenged by a lack of metacognition and ability to self-regulate learning. This commentary argues that the use of self-assessment to increase student metacognition positively impacts student learning and self-regulation. In addition, several strategies for incorporating self-assessment will be presented. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  8. "Walk with me…" : A journey of self-directed holistic cancer education by medical students.

    Science.gov (United States)

    Lakhtakia, Ritu; Al Badi, Majid; Al Obaidani, Athari; Al Jarrah, Adil

    2014-03-01

    Cancer education offers an ideal opportunity to inspire and initiate medical students in life-long, self-directed learning. Early and innovative out-of-the-box learning experiences, tailored to appeal to a multi-media savvy generation of medical students, form the theme of these reflections. Students never fail to surprise teachers when the seed of an idea appeals and motivates their minds. 'Walk with me…' is the story of a journey together of students, mentors, patients, and the manifold professionals who manage breast cancer.

  9. Aging and health: Self-efficacy for Self-direction in Health Scale

    Directory of Open Access Journals (Sweden)

    Albertina L Oliveira

    2016-01-01

    Full Text Available ABSTRACT OBJECTIVE To validate the Escala de Autoeficácia para a Autodireção na Saúde (EAAS – Self-efficacy for Self-direction in Health Scale. METHODS Non-experimental quantitative study of EAAS validation, by confirmatory factorial analyses, evaluating a sample of 508 older adults from the north and the center of Portugal with mean age of 71.67 (from 51 to 96 years, to whom the Self-efficacy for Self-direction in Health Scale, the Rosenberg Self-esteem Scale, the Positive and Negative Affect Schedule, the Satisfaction with Life Scale, and the Instrumental Activities of Daily Living Scale were applied. The EAAS was developed from the theoretical constructs of self-efficacy and from self-directed learning within the PALADIN European project framework, aiming to develop an instrument able to assess the extent to which older adults take good care of their health. RESULTS The internal consistency was 0.87 (Cronbach’s alpha and confirmatory factorial analyses enabled to find a model near the one theoretically proposed, indicating a structure consisting of four dimensions: physical exercise, healthy diet, engaging in health-related learning, and visits to health professionals. From the psychometric point of view, the model in four factors showed quite satisfactory fit indicators. CONCLUSIONS The Self-efficacy for Self-direction in Health Scale, with 16 items, is adequate to evaluate to what extent older adults have confidence in their ability to take care of their own health, with high degree of autonomy.

  10. Respiratory therapists and critical-thinking behaviors: a self-assessment.

    Science.gov (United States)

    Goodfellow, L T

    2001-01-01

    The purpose of this study was to assess critical-thinking behaviors of respiratory therapists through self-report. Using a quantitative survey research method, respiratory therapists rated themselves on seven critical thinking skills. The effects of personal variables on the self-assessments were also investigated. The respiratory therapists self-assessed their critical-thinking behaviors highest in the categories of prioritizing, troubleshooting, and communicating. Anticipating was self-assessed as the lowest-ranked critical-thinking behavior. Age and educational level were found to have no effect on the self-assessed behaviors, while years of experience in respiratory care and gender were found to affect self-assessed troubleshooting, decision making, and anticipating. The results of this study suggest that educators and clinicians should consider learning strategies that incorporate the use of experience when targeting novice practitioners.

  11. Vocational Interests (The Self-Directed Search) of Female Carpenters

    Science.gov (United States)

    Swan, Kathy C.

    2005-01-01

    In this national sample of female carpenters (N=411) who began their apprenticeship with the United Brotherhood of Carpenters during the 1990s in the United States, the author provides a profile of female carpenters' vocational interests (The Self-Directed Search). The vocational interests of 137 male carpenters also were gathered for comparison.…

  12. Implementing Self-Directed Work Teams at a College Newspaper

    Science.gov (United States)

    de Pillis, Emmeline; Parsons, Blake

    2013-01-01

    The problem: Motivating and retaining staff had become an ongoing problem at the student newspaper. Student staffers would quit abruptly when overwhelmed or dissatisfied, leaving the newspaper with critical positions vacant. This affected the performance of the newspaper. Method: The newspaper was organized into self directed work teams (SDWTs).…

  13. Improving temporal bone dissection using self-directed virtual reality simulation: results of a randomized blinded control trial.

    Science.gov (United States)

    Zhao, Yi Chen; Kennedy, Gregor; Yukawa, Kumiko; Pyman, Brian; O'Leary, Stephen

    2011-03-01

    A significant benefit of virtual reality (VR) simulation is the ability to provide self-direct learning for trainees. This study aims to determine whether there are any differences in performance of cadaver temporal bone dissections between novices who received traditional teaching methods and those who received unsupervised self-directed learning in a VR temporal bone simulator. Randomized blinded control trial. Royal Victorian Eye and Ear Hospital. Twenty novice trainees. After receiving an hour lecture, participants were randomized into 2 groups to receive an additional 2 hours of training via traditional teaching methods or self-directed learning using a VR simulator with automated guidance. The simulation environment presented participants with structured training tasks, which were accompanied by real-time computer-generated feedback as well as real operative videos and photos. After the training, trainees were asked to perform a cortical mastoidectomy on a cadaveric temporal bone. The dissection was videotaped and assessed by 3 otologists blinded to participants' teaching group. The overall performance scores of the simulator-based training group were significantly higher than those of the traditional training group (67% vs 29%; P < .001), with an intraclass correlation coefficient of 0.93, indicating excellent interrater reliability. Using other assessments of performance, such as injury size, the VR simulator-based training group also performed better than the traditional group. This study indicates that self-directed learning on VR simulators can be used to improve performance on cadaver dissection in novice trainees compared with traditional teaching methods alone.

  14. Enhancing Cyber Security for SME organizations through self-assessments : How self-assessment raises awareness

    OpenAIRE

    Hassinen, Tarmo

    2017-01-01

    This thesis primarily studied the importance of self-assessment in increasing business organizations’ cyber security awareness of their ICT environment. The secondary studied item was the relevance of self-assessment in detecting new business potential while understanding ICT environment changes. The self-assessment is based on FINCS, the Finnish basic level cyber security certificate launched in December 2016. FINCSC consists of physical and management security, ICT service and system securi...

  15. Learning from nuclear regulatory self-assessment. International peer review of the CSN report on lessons learnt from the essential service water system degradation event at the Vandellos nuclear power plant

    International Nuclear Information System (INIS)

    2006-01-01

    Nuclear regulatory self-assessment together with the benchmarking of regulatory practices against those of other countries operating nuclear power plants are key elements in maintaining a high level of nuclear safety. In that light, the Spanish Consejo de Seguridad Nuclear (CSN) formally asked the OECD Nuclear Energy Agency (NEA) to establish an international peer review team to assess the CSN report on the lessons learnt as a result of the 2004 Vandellos II event involving essential service water system degradation. The International Review Team considers the CSN report prepared in follow-up to the Vandellos event to be a commendable effort in regulatory self-assessment. The report, complemented by this international peer review, should enable the CSN to take appropriate action to ensure that its regulatory supervision is in line with best international practice. (authors)

  16. Identification of factors contributing to successful self-directed weight loss: a qualitative study.

    Science.gov (United States)

    Rafiei, N; Gill, T

    2017-11-21

    Despite the number of weight management programmes and their wide promotion, most overweight and obese individuals tend to lose weight on their own. The present study aimed to understand the characteristics and strategies of those who successfully engage in self-directed weight loss, which could empower other overweight and obese individuals with information and strategies to manage their weight on their own. Men and women who had lost at least 5% of their body weight without direct interaction with professionals or weight management programmes were recruited. Demographic data were collected by questionnaire and participants' weight-loss experiences were explored using semi- structured interviews to elicit in-depth individual experiences and perspectives. Iterative thematic method data analysis was used to generate themes describing contributing factors to the success of self-directed weight loss identified by participants. Most characteristics of those who successfully self-managed their weight loss were in line with those reported by successful weight losers participating in professional-led projects. However, strategies such as early embedding of new lifestyle behaviours into daily routine, the ability to learn from previous weight-loss experiences, and not requiring social support were identified as distinctive factors that contributed to the success of self-directed weight loss by participants of the present study. Overweight or obese individuals with strong internal motivation, problem-solving skills and self-reliance are more likely to be successful at achieving self-directed weight loss. The patients identified with these characteristics could be encouraged to self-manage their weight-loss process, leaving the places available in more resource-intensive professional-led programmes to those individuals unlikely to succeed on their own. © 2017 The British Dietetic Association Ltd.

  17. CREATING AUDIO VISUAL DIALOGUE TASK AS STUDENTS’ SELF ASSESSMENT TO ENHANCE THEIR SPEAKING ABILITY

    Directory of Open Access Journals (Sweden)

    Novia Trisanti

    2017-04-01

    Full Text Available The study is about giving overview of employing audio visual dialogue task as students creativity task and self assessment in EFL speaking class of tertiary education to enhance the students speaking ability. The qualitative research was done in one of the speaking classes at English Department, Semarang State University, Central Java, Indonesia. The results that can be seen from the rubric of self assessment show that the oral performance through audio visual recorded tasks done by the students as their self assessment gave positive evidences. The audio visual dialogue task can be very beneficial since it can motivate the students learning and increase their learning experiences. The self-assessment can be a valuable additional means to improve their speaking ability since it is one of the motives that drive self- evaluatioan, along with self- verification and self- enhancement.

  18. Development of a self-assessment teamwork tool for use by medical and nursing students

    OpenAIRE

    Gordon, Christopher J.; Jorm, Christine; Shulruf, Boaz; Weller, Jennifer; Currie, Jane; Lim, Renee; Osomanski, Adam

    2016-01-01

    Background Teamwork training is an essential component of health professional student education. A valid and reliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the potential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a self-assessment teamwork tool for health professional students for use in the context of emergency response to a mass casualty. Methods The authors modified a previousl...

  19. Self-directed questions to improve students' ability in solving chemical problems

    Science.gov (United States)

    Sanjaya, Rahmat Eko; Muna, Khairiatul; Suharto, Bambang; Syahmani

    2017-12-01

    Students' ability in solving chemical problems is seen from their ability to solve chemicals' non-routine problems. It is due to learning faced directly on non-routine problems will generate a meaningful learning for students. Observations in Banjarmasin Public High School 1 (SMA Negeri 1 Banjarmasin) showed that students did not give the expected results when they were given the non-routine problems. Learning activities by emphasizing problem solving was implemented based on the existence of knowledge about cognition and regulation of cognition. Both of these elements are components of metacognition. The self-directed question is a strategy that involves metacognition in solving chemical problems. This research was carried out using classroom action research design in two cycles. Each cycle consists of four stages: planning, action, observation and reflection. The subjects were 34 students of grade XI-4 at majoring science (IPA) of SMA Negeri 1 Banjarmasin. The data were collected using tests of the students' ability in problem solving and non-tests instrument to know the process of implementation of the actions. Data were analyzed with descriptivequantitativeand qualitative analysis. The ability of students in solving chemical problems has increased from an average of 37.96 in cycle I became 61.83 in cycle II. Students' ability to solve chemical problems is viewed based on their ability to answer self-directed questions. Students' ability in comprehension questions increased from 73.04 in the cycle I became 96.32 in cycle II. Connection and strategic questions increased from 54.17 and 16.50 on cycle I became 63.73 and 55.23 on cycle II respectively. In cycle I, reflection questions were 26.96 and elevated into 36.27 in cycle II. The self-directed questions have the ability to help students to solve chemical problems through metacognition questions. Those questions guide students to find solutions in solving chemical problems.

  20. A Self-Assessment Guide for Resident Teaching Experiences.

    Science.gov (United States)

    Engle, Janet P; Franks, Amy M; Ashjian, Emily; Bingham, Angela L; Burke, John M; Erstad, Brian L; Haines, Seena L; Hilaire, Michelle L; Rager, Michelle L; Wienbar, Rebecca

    2016-06-01

    The 2015 American College of Clinical Pharmacy (ACCP) Educational Affairs Committee was charged with developing a self-assessment guide for residency programs to quantitatively and qualitatively evaluate the outcomes of resident teaching curricula. After extensively reviewing the literature, the committee developed assessment rubrics modeled after the 2013 ACCP white paper titled "Guidelines for Resident Teaching Experiences" and the revised American Society of Health-System Pharmacists (ASHP) 2014 accreditation standards for PGY1 residencies, which place greater emphasis on the teaching and learning curriculum (TLC) than the previous accreditation standards. The self-assessment guide developed by the present committee can serve as an assessment tool for both basic and expanded TLCs. It provides the criteria for program goals, mentoring, directed readings with topic discussions, teaching experiences, and assessment methodology. For an expanded TLC, the committee has provided additional guidance on developing a teaching philosophy, becoming involved in interactive seminars, expanding teaching experiences, developing courses, and serving on academic committees. All the guidelines listed in the present paper use the measures "not present," "developing," and "well developed" so that residency program directors can self-assess along the continuum and identify areas of excellence and areas for improvement. Residency program directors should consider using this new assessment tool to measure program quality and outcomes of residency teaching experiences. Results of the assessment will help residency programs focus on areas within the TLC that will potentially benefit from additional attention and possible modification. © 2016 Pharmacotherapy Publications, Inc.

  1. Is Learner Self-Assessment Reliable and Valid in a Web-Based Portfolio Environment for High School Students?

    Science.gov (United States)

    Chang, Chi-Cheng; Liang, Chaoyun; Chen, Yi-Hui

    2013-01-01

    This study explored the reliability and validity of Web-based portfolio self-assessment. Participants were 72 senior high school students enrolled in a computer application course. The students created learning portfolios, viewed peers' work, and performed self-assessment on the Web-based portfolio assessment system. The results indicated: 1)…

  2. Are general surgeons able to accurately self-assess their level of technical skills?

    Science.gov (United States)

    Rizan, C; Ansell, J; Tilston, T W; Warren, N; Torkington, J

    2015-11-01

    Self-assessment is a way of improving technical capabilities without the need for trainer feedback. It can identify areas for improvement and promote professional medical development. The aim of this review was to identify whether self-assessment is an accurate form of technical skills appraisal in general surgery. The PubMed, MEDLINE(®), Embase(™) and Cochrane databases were searched for studies assessing the reliability of self-assessment of technical skills in general surgery. For each study, we recorded the skills assessed and the evaluation methods used. Common endpoints between studies were compared to provide recommendations based on the levels of evidence. Twelve studies met the inclusion criteria from 22,292 initial papers. There was no level 1 evidence published. All papers compared the correlation between self-appraisal versus an expert score but differed in the technical skills assessment and the evaluation tools used. The accuracy of self-assessment improved with increasing experience (level 2 recommendation), age (level 3 recommendation) and the use of video playback (level 3 recommendation). Accuracy was reduced by stressful learning environments (level 2 recommendation), lack of familiarity with assessment tools (level 3 recommendation) and in advanced surgical procedures (level 3 recommendation). Evidence exists to support the reliability of self-assessment of technical skills in general surgery. Several variables have been shown to affect the accuracy of self-assessment of technical skills. Future work should focus on evaluating the reliability of self-assessment during live operating procedures.

  3. Self-Assessment in Coursework Essays.

    Science.gov (United States)

    Longhurst, Nigel; Norton, Lin S.

    1997-01-01

    Self-assessments of coursework essays were compared with tutor grades for 67 college students. Students could accurately assess their overall essay grades and could give an overall rank for deep processing, but when judging essays on individual criteria they were not so accurate when compared to tutor evaluations. (SLD)

  4. Teachers' Self-Assessed Level of Preparation

    Science.gov (United States)

    White, Susan

    2013-01-01

    We asked high school physics teachers to assess their level of preparation across a number of domains. Almost all (98%) reported feeling adequately or well prepared in terms of their basic physics knowledge. The chart presents teachers' responses to their self-assessed level of preparation in six different areas. Almost all feel at least…

  5. Self-Assessment in the Evaluation Process.

    Science.gov (United States)

    Koehler, Michael

    1990-01-01

    Describes a four-step process to involve teachers in self-evaluation that results in performance ownership. When supervisors incorporate teacher self-assessments into classroom observation reports, teachers are more willing to engage in follow-up professional growth activities and perceive supervisors as helpers in the process. (MLH)

  6. Self-assessment procedure using fuzzy sets

    Science.gov (United States)

    Mimi, Fotini

    2000-10-01

    Self-Assessment processes, initiated by a company itself and carried out by its own people, are considered to be the starting point for a regular strategic or operative planning process to ensure a continuous quality improvement. Their importance has increased by the growing relevance and acceptance of international quality awards such as the Malcolm Baldrige National Quality Award, the European Quality Award and the Deming Prize. Especially award winners use the instrument of a systematic and regular Self-Assessment and not only because they have to verify their quality and business results for at least three years. The Total Quality Model of the European Foundation for Quality Management (EFQM), used for the European Quality Award, is the basis for Self-Assessment in Europe. This paper presents a self-assessment supporting method based on a methodology of fuzzy control systems providing an effective means of converting the linguistic approximation into an automatic control strategy. In particular, the elements of the Quality Model mentioned above are interpreted as linguistic variables. The LR-type of a fuzzy interval is used for their representation. The input data has a qualitative character based on empirical investigation and expert knowledge and therefore the base- variables are ordinal scaled. The aggregation process takes place on the basis of a hierarchical structure. Finally, in order to render the use of the method more practical a software system on PC basis is developed and implemented.

  7. Student Self-Assessment in HOCS Science Examinations: Is There a Problem?

    Science.gov (United States)

    Zoller, Uri; Ben-Chaim, David

    1998-06-01

    A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the "testing culture"—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic ("correct/incorrect") questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations.

  8. MODERN METHODOLOGICAL TOOLS FOR STUDENTS’ LANGUAGE SKILLS SELF-ASSESSMENT

    Directory of Open Access Journals (Sweden)

    A. N. Astanina

    2017-01-01

    Full Text Available Introduction. Nowadays, the problem of standardization of foreign language training at the higher school is becoming currently topical. With regard to the processes of globalization, the international educational projects and students exchange programs gain greater international recognition. Such international programmes involve foreign language knowledge graded as not only high certified academic levels but also as basic language skills. The lack of foreign language competence becomes the obstacle for successful training, depriving a future graduate of a part of chances to become the competitive and popular expert in the chosen profession. The success of a foreign language course completion among students depends on many factors; the most important factor is motivation which can affect self-assessment of training results. The aim of the study is to describe possibilities of the CanDos tools implementation for the organization of students self-consciousness and self-assessment of own achievements in order to influence the motivation for mastering a foreign language.Methodology and research methods. The research is based on competencybased approach. The methods involve comparative analysis, synthesis, and generalization.Results and scientific novelty. The questionnaire developed for the experiment helped to collect the data concerning the effectiveness of the CanDos software implementation for self-assessment of students’ foreign language skills. The corresponding self-assessment helps students to carry out a self-reflection of own knowledge and abilities, and to find “weak points” in language proficiency which need additional practice and improvement. By regularly using CanDos software as self-assessment tools, students learn to identify the correspondence of their language competence to the external requirements and standards of education. Orientation to training results will help future experts to create self-motivation that positively

  9. A autoavaliação da aprendizagem de inglês como língua estrangeira em um ambiente tandem a distância Self-assessment of English as a foreign language learning in a distance tandem setting

    Directory of Open Access Journals (Sweden)

    Suzi Marques Spatti Cavalari

    2011-01-01

    Full Text Available Este trabalho visa discutir as características do processo de autoavaliação da aprendizagem de inglês como língua estrangeira em um contexto tandem a distancia. Trata-se, mais especificamente, da apresentação de uma pesquisa na qual se analisam os dados coletados no ambiente teletandem (TELLES, 2005 por uma brasileira (aprendiz de inglês, durante suas interações via chat com dois parceiros norteamericanos (aprendizes de português. A análise enfoca as metas e estratégias de aprendizagem em relação aos parâmetros e critérios adotados pela brasileira em seu processo de autoavaliação.This work aims at discussing the characteristics of self-assessment process in a tandem language learning setting. It is the presentation of a study in which the data were collected by a Brazilian participant (learner of English as a foreign language during her interactions via chat with two North American teletandem (TELLES, 2005 partners (learners of Portuguese as a foreign language. The analysis focused on the learning goals and strategies in relation to the parameters and criteria defined by the Brazilian learner in her self-assessment process.

  10. Does Gender Influence Emotions Resulting from Positive Applause Feedback in Self-Assessment Testing? Evidence from Neuroscience

    Science.gov (United States)

    Liu, Chia-Ju; Huang, Chin-Fei; Liu, Ming-Chi; Chien, Yu-Cheng; Lai, Chia-Hung; Huang, Yueh-Min

    2015-01-01

    Computerized self-assessment testing can help learners reflect on learning content and can also promote their motivation toward learning. However, a positive affective state is the key to achieving these learning goals. This study aims to examine learning gains and emotional reactions resulting from receiving emotional feedback in the form of…

  11. Flattening the organization: implementing self-directed work groups.

    Science.gov (United States)

    Brandon, G M

    1996-01-01

    In response to tremendous growth of managed care and threats to financial stability and job security, the Greater Baltimore Medical Center (GBMC) restructured itself into independent business units. The radiology department at GBMC resolved to reduce cost per unit-of-service, improve service, determine optimal staffing levels and reduce the number of layers of organization. It was decided to achieve those goals by implementing self-directed work groups. Staff buy-in was critical to success of the project. To begin, the staff was educated intensively about current trends in healthcare, managed care and potential changes in the job market. The radiology department was allowed to reduce the size of its staff through attrition and worked hard to focus staff concern on the impact each individual could have on the bottom line and the resultant effect on job security. Self-directed work groups were designed on a matrix that used small "service teams" in combinations to form larger "work groups." Actual work and daily activities occur at the service team level; information exchange and major decisions occue at the work group level. Seventeen months after beginning the project and 10 months after implementation, the organization has flattened, staff members have adjusted well to new roles, there have been no lay-offs, and the matrix system of small and large groups have proved particularly valuable.

  12. Validation of a measurement tool for self-assessment of teamwork in intensive care.

    Science.gov (United States)

    Weller, J; Shulruf, B; Torrie, J; Frengley, R; Boyd, M; Paul, A; Yee, B; Dzendrowskyj, P

    2013-09-01

    Teamwork is an important contributor to patient safety and a validated teamwork measurement tool could help healthcare teams identify areas for improvement and measure progress. We explored the psychometric properties of a teamwork measurement tool when used for self-assessment. We hypothesized that the tool had a valid factor structure and that scores from participants and external assessors would correlate. Forty intensive care teams (one doctor, three nurses) participated in four simulated emergencies, and each independently rated their team's performance at the end of each case using the teamwork measurement tool, without prior training in the use of the tool. We used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), and compared factor structure between participants and external assessors (using previously reported data). Scores from participants and external assessors were compared using Pearson's correlation coefficient. EFA demonstrated items loaded onto three distinct factors which were supported by the CFA. We found significant correlations between external and participant scores for overall teamwork scores and the three factors. Participants agreed with external assessors on the ranking of overall team performance but scored themselves significantly higher than external assessors. The teamwork measurement tool has a valid structure when used for self-assessment. Participant and external assessor scores correlated significantly, suggesting that participants could discriminate between different levels of performance, although leniency in self-assessed scores indicated the need for calibration. This tool could help structure reflection on teamwork and potentially facilitate self-directed, workplace-based improvement in teamwork.

  13. Self assessment and detection of breast cancer

    International Nuclear Information System (INIS)

    Singh, Priyanka; Yadav, Umesh

    2016-01-01

    Cancer is one of the leading causes of deaths in India. Approx. three million patients suffering from the disease while Breast cancer is the second most common cancer among women in India. Post operative radiotherapy after the breast conservative surgery and mastectomy have been shown to reduce the rates of local recurrence and death due to breast carcinomas. Hence awareness of breast cancer signs, symptoms and self assessment plays critical role in the care of breast cancer patients

  14. Expert-led didactic versus self-directed audiovisual training of confocal laser endomicroscopy in evaluation of mucosal barrier defects.

    Science.gov (United States)

    Huynh, Roy; Ip, Matthew; Chang, Jeff; Haifer, Craig; Leong, Rupert W

    2018-01-01

     Confocal laser endomicroscopy (CLE) allows mucosal barrier defects along the intestinal epithelium to be visualized in vivo during endoscopy. Training in CLE interpretation can be achieved didactically or through self-directed learning. This study aimed to compare the effectiveness of expert-led didactic with self-directed audiovisual teaching for training inexperienced analysts on how to recognize mucosal barrier defects on endoscope-based CLE (eCLE).  This randomized controlled study involved trainee analysts who were taught how to recognize mucosal barrier defects on eCLE either didactically or through an audiovisual clip. After being trained, they evaluated 6 sets of 30 images. Image evaluation required the trainees to determine whether specific features of barrier dysfunction were present or not. Trainees in the didactic group engaged in peer discussion and received feedback after each set while this did not happen in the self-directed group. Accuracy, sensitivity, and specificity of both groups were compared. Trainees in the didactic group achieved a higher overall accuracy (87.5 % vs 85.0 %, P  = 0.002) and sensitivity (84.5 % vs 80.4 %, P  = 0.002) compared to trainees in the self-directed group. Interobserver agreement was higher in the didactic group (k = 0.686, 95 % CI 0.680 - 0.691, P  barrier defects on eCLE.

  15. Maintenance self-assessments - An INPO [Institute of Nuclear Power Operation] perspective

    International Nuclear Information System (INIS)

    Subalusky, W.T.

    1990-01-01

    In March 1987, all nuclear utilities in the US were requested by the Institute of Nuclear Power Operations (INPO) to perform a self-assessment of their maintenance programs. The goal of these self-assessments was to have each station identify any existing problem areas in maintenance in clear and sufficient detail to determine the root causes of the problems and to provide a foundation for subsequent corrective actions. The self-assessments were to be performed by each nuclear station using the INPO document Guidelines for the Conduct of Maintenance at Nuclear Power Stations. By December 1987, 72 of 74 stations had completed the self-assessments, and by the middle of 1988, all stations had completed this systematic review of their maintenance programs. As part of an industry plan to ensure continued improvements in maintenance, INPO is following up on the effectiveness of these self-assessments during the course of plant evaluation visits. This presentation briefly reviews the approaches to self-assessment of the station's maintenance programs, some of the lessons learned from this effort, and the results, to date, of INPO follow-up efforts in this area

  16. 77 FR 28894 - Maritime Vulnerability Self-Assessment Tool

    Science.gov (United States)

    2012-05-16

    ... DEPARTMENT OF HOMELAND SECURITY Transportation Security Administration Maritime Vulnerability Self... maritime vulnerability self- assessment tool. SUMMARY: The Transportation Security Administration (TSA) announces that the TSA Maritime Self-Assessment Risk Module (TMSARM), developed to support the United States...

  17. Benchmarking: A tool for conducting self-assessment

    International Nuclear Information System (INIS)

    Perkey, D.N.

    1992-01-01

    There is more information on nuclear plant performance available than can reasonably be assimilated and used effectively by plant management or personnel responsible for self-assessment. Also, it is becoming increasingly more important that an effective self-assessment program uses internal parameters not only to evaluate performance, but to incorporate lessons learned from other plants. Because of the quantity of information available, it is important to focus efforts and resources in areas where safety or performance is a concern and where the most improvement can be realized. One of the techniques that is being used to effectively accomplish this is benchmarking. Benchmarking involves the use of various sources of information to self-identify a plant's strengths and weaknesses, identify which plants are strong performers in specific areas, evaluate what makes a top performer, and incorporate the success factors into existing programs. The formality with which benchmarking is being implemented varies widely depending on the objective. It can be as simple as looking at a single indicator, such as systematic assessment of licensee performance (SALP) in engineering and technical support, then surveying the top performers with specific questions. However, a more comprehensive approach may include the performance of a detailed benchmarking study. Both operational and economic indicators may be used in this type of evaluation. Some of the indicators that may be considered and the limitations of each are discussed

  18. Is Self-Assessment in Religious Education Unique?

    Science.gov (United States)

    Brooks, Val; Fancourt, Nigel

    2012-01-01

    This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state…

  19. A Heuristic Tool for Teaching Business Writing: Self-Assessment, Knowledge Transfer, and Writing Exercises

    Science.gov (United States)

    Ortiz, Lorelei A.

    2013-01-01

    To teach effective business communication, instructors must target students’ current weaknesses in writing. One method for doing so is by assigning writing exercises. When used heuristically, writing exercises encourage students to practice self-assessment, self-evaluation, active learning, and knowledge transfer, all while reinforcing the basics…

  20. Self-Assessment of Distance Education Institutions: Identification of Parameters for Programme Assessment.

    Science.gov (United States)

    Rausaria, R. R.; Lele, Nalini A.

    2002-01-01

    Identifies and explains the parameters relevant for self-assessment and accreditation of programs in distance mode institutions. Discusses general perspectives on quality; defining quality in higher education and in open learning and distance education modes; organization structure of open universities; measurement of quality; parameters for…

  1. A multimedia teaching software for self directed training in steroid receptor assay

    International Nuclear Information System (INIS)

    Ch'ong, S.L.; Myint Aye Mu; Ch'ng, H.M.; Pathmanathan, R.

    1997-01-01

    Use of information technology as one of the instructional tools in problem based learning in the discipline of chemical pathology is receiving widespread interest (1). This will hopefully speed up the process of information access, retrieval, rehearsal, cognitive apprenticeship which will ultimately improve the understanding of chemical pathology and the optimal uses of laboratory investigation techniques. This program is written for self-directed training in steroid receptor assay (we believe to be the first of its kind) with a multimedia software Authorware (purchased from Macromedia, Inc. ) to create a rich blend of animation, colours, graphics, sounds and interactive questions (without giving the answer away). It is hoped that this software can assist the trainee in the process of learning by presenting to him/her sequence of 'related' problems with feedback for success or failure-learning from error, but with assistance - in a real-world job problem or case situated learning- cognitive apprenticeship to assist the trainee in appropriate neuro-networking to make the appropriate response

  2. Peer and Self-Assessment of Teamwork Collaboration Competencies

    DEFF Research Database (Denmark)

    Maribo, Peder

    2015-01-01

    The ability to collaborate in teams is a central learning objective in a course for students enrolled in the elective 6th semester Civil Engineering Program. Therefore, methods for project management and team collaboration were facilitated through a designated course. The teamwork collaboration...... competencies of each student are, however, very difficult to assess for external supervisors not being part of the team. As a consequence, a model for peer and self-assessment of this competence was included as a central part of the course assessment. Each team of 4 persons had a facilitated process of making...... an Agreement of Collaboration (AC) for the project, including listing of values, norms and rules defining their mutual understanding of good teamwork behavior. The AC was discussed with the supervisors and finally signed by each member of the team. At the completion of the project period each team member...

  3. Hubungan Self Assessment-Peer Assessment dengan Nilai Kelulusan OSCE Mahasiswa Fakultas Kedokteran Unisba

    Directory of Open Access Journals (Sweden)

    Santun Bhekti Rahimah

    2017-02-01

     students clinical competency comprehensively and consistently. It can also used as medium to improve the learning process. Feedback for student performance can be done trough self-assessment or peer assessment done by other students. Self and peer assessment are expected to enhance the ability of students to see the purpose of learning, improve self-confidence, the ability to think critically and act right in an examination. The aim of this study was to find the relationship between self assessment and peer assessment of the OSCE final mark of second and fourth grade student at Medical Faculty, Bandung Islamic University academic year 2012/2013. The OSCE mark used were taken from December 2012–June 2013, while the self and peer assessment carried out after the OSCE finished. Self assessment were done by students themselves, while peer assessment obtained from five persons which have been in one group with subject. Results showed that for second grade student showed there was significant correlation between self-assessment and peer assessment and OSCE's mark value (p<0.001 with the direction of the relationship was positive and had moderate strength (R=0.426. Fourth grade students showed significant correlation only between self-assessment and OSCE's mark value (p<0.001 with moderate strength (R=0.451. There was no significant relation between the assessment of peer assessment and OSCE's mark value. In clonclusion, self assessment correlated positively to OSCE's mark value for second and fourth grade students. Peer assessment correlated positively to the passing scores for second grade student. Self assessment had a positive correlation to peer assessment for second and fourth grade medical students.

  4. Nursing Informatics Competencies: Psychometric Validation, Dissemination, and Maintenance of Self-Assessment Tool for Nurse Leaders.

    Science.gov (United States)

    Collins, Sarah

    2016-01-01

    Due to rapid advances in technology, HIT competencies for nursing leaders require frequent attention and updating from experts in the field to ensure relevance to nursing leaders' work. This workshop will target nursing informatics researchers and leaders to: 1) learn methods and findings from a study validating a Self-Assessment Scale for Nursing Informatics Competencies for Nurse Leaders, 2) generate awareness of the Self-Assessment scale, 3) discuss strategies for maintenance of competencies overtime and 4) identify strategies to engage nursing leaders in this pursuit.

  5. Self-assessment, reflection on practice and critical thinking in nursing students.

    Science.gov (United States)

    Siles-González, José; Solano-Ruiz, Carmen

    2016-10-01

    In accordance with the principles of the European Higher Education Area, the aim of this study was to contribute to the implementation of self-assessment through the application of reflection on learning and critical thinking. The theoretical framework employed was Habermas's critical theory and emancipatory interest as a preliminary step to generate educational transformations. The methodological contribution is the design a student self-assessment document that promotes reflection on action and critical thinking. The development of assessment through peer evaluation and other intermediate solutions until achieving self-assessment entails a shift in the educational and scientific paradigm, but also involves the implementation in practice of democratic and ethical principles, values and premises in society. Self-assessment is a novel concept for students, and obliges them to reinterpret their role. Due to the diversity of students' principles, values, motivations, interests and aspirations, this reinterpretation of their role can have a positive outcome, stimulating an active and critical attitude towards group work and self-assessment; or, on the contrary, can generate a stance characterised by disinterest, passivity and lack of critical thinking. The forms of assessment adopted in a given educational system reflect ways of thinking related to ideologies, values, ethical principles and educational paradigms: in order to render implementation of effective self-assessment feasible, it is necessary to undertake structural and regulatory reforms. Students have little experience of reflection on practice or critical thinking. Massification and cultural and structural factors determine the form of assessment. In this context, it would seem advisable to move towards self-assessment gradually and cautiously. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. Rubric to improve teachers’ self-assessment

    Directory of Open Access Journals (Sweden)

    Francesca Pedone

    2016-07-01

    Full Text Available Through this research we focused on features related to teachers’ self-assessment, understood as a systematic process of examination and as a review of the practices put in place by a professional community. This paper documents a research carried out with a group of 144 in-service teachers. In order to allow teachers to become more aware of their own educational and teaching practice, it was decided to design and develop together with them in a cooperative structure, a rubric for self-assessment of their own skills. In final results we can see that the rubric design and development process was for the teachers a moment of analysis, reflection and discussion on professionalism, about the meaning of the actions. Through the rubric, teachers were equipped with the means to identify the strengths and weaknesses of their professional competence. This instrument also facilitated the integration and effective combination of self-assessment and development, looking forward to an organic design of effective and inclusive educational programs.La rubrica per promuovere l’autovalutazione degli insegnantiAttraverso la ricerca presentata si sono voluti mettere a fuoco quegli aspetti legati all’autovalutazione degli insegnanti, intesa come processo sistematico di esame e revisione delle pratiche messe in opera da una comunità professionale. Questo lavoro documenta una ricerca svolta con un gruppo di 144 docenti in servizio. Per consentire agli insegnanti di acquisire maggiore consapevolezza della propria pratica educativa e didattica, si è scelto di progettare e realizzare insieme a loro, in assetto cooperativo, una rubrica per l’autovalutazione dell’efficacia dell’insegnamento. Nei risultati finali si evidenzia come il processo di progettazione e costruzione della rubrica abbia rappresentato per gli insegnanti un momento di analisi, di riflessione e di confronto sulla propria professionalità e sul significato delle azioni compiute. Attraverso

  7. Web-based teaching tool incorporating peer assessment and self-assessment

    DEFF Research Database (Denmark)

    McEvoy, Fintan; McEvoy, Peter M.; Svalastoga, Eiliv L.

    2010-01-01

    OBJECTIVE. Our objective was to create an electronic learning tool that incorporates the pedagogic advantages of peer assessment and self-assessment into report-generating skills. CONCLUSION. The tool was created using Web programming software. It was tested with 12 veterinary students and provided...... peer-peer and tutor-student interactions that supported learning. The tool is suited for training any professional concerned with the interpretation of images, particularly resident radiologists....

  8. ADVANCED LEVEL VOCATIONAL TRAINING STUDENTS’ SELF ASSESSMENT

    Directory of Open Access Journals (Sweden)

    Zsuzsanna KISS

    2017-06-01

    Full Text Available This paper is intended to clarify the phenomenon that lower achieving students tend to evaluate their own academic performance less accurately than those who do better in their studies. Previous studies have found that lower performers generally overestimate while higher performers underestimate their performance. The current study analyses self-assessment behaviour and efficiency among Hungarian higher vocational education students. We found that the lowest level of higher education students typically overestimate their performance. Our results strengthen the empirical evidences from previous studies that showed that higher-achieving students evaluate their performance more accurately than their lower achieving fellows. Furthermore we found that higher-achieving students tend to over-assess their examination results to a lesser degree than low-achieving students. We also analysed the difference between the two genders. Compared to female students, males tend to overestimate their own performance.

  9. Development of a self-assessment teamwork tool for use by medical and nursing students.

    Science.gov (United States)

    Gordon, Christopher J; Jorm, Christine; Shulruf, Boaz; Weller, Jennifer; Currie, Jane; Lim, Renee; Osomanski, Adam

    2016-08-24

    Teamwork training is an essential component of health professional student education. A valid and reliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the potential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a self-assessment teamwork tool for health professional students for use in the context of emergency response to a mass casualty. The authors modified a previously published teamwork instrument designed for experienced critical care teams for use with medical and nursing students involved in mass casualty simulations. The 17-item questionnaire was administered to students immediately following the simulations. These scores were used to explore the psychometric properties of the tool, using Exploratory and Confirmatory Factor Analysis. 202 (128 medical and 74 nursing) students completed the self-assessment teamwork tool for students. Exploratory factor analysis revealed 2 factors (5 items - Teamwork coordination and communication; 4 items - Information sharing and support) and these were justified with confirmatory factor analysis. Internal consistency was 0.823 for Teamwork coordination and communication, and 0.812 for Information sharing and support. These data provide evidence to support the validity and reliability of the self-assessment teamwork tool for students This self-assessment tool could be of value to health professional students following team training activities to help them identify the attributes of effective teamwork.

  10. MODEL AUTHENTIC SELF-ASSESSMENT DALAM PENGEMBANGAN EMPLOYABILITY SKILLS MAHASISWA PENDIDIKAN TINGGI VOKASI

    Directory of Open Access Journals (Sweden)

    I Made Suarta

    2015-06-01

    ______________________________________________________________ AUTHENTIC SELF-ASSESSMENT MODEL FOR DEVELOPING EMPLOYABILITY SKILLS STUDENT IN HIGHER VOCATIONAL EDUCATION Abstract The purpose of this research is to develop assessment tools to evaluate achievement of employability skills which are integrated in the learning database applications. The assessment model developed is a combination of self-assessment and authentic assessment, proposed as models of authentic self-assessment. The steps of developing authentic self-assessment models include: identifying the standards, selecting an authentic task, identifying the criteria for the task, and creating the rubric. The results of development assessment tools include: (1 problem solving skills assessment model, (2 self-management skills assessment model, and (3 competence database applications assessment model. This model can be used to assess the cognitive, affective, and psychomotor achievement. The results indicate: achievement of problem solving and self-management ability was in good category, and competencies in designing conceptual and logical database was in high category. This model also has met the basic principles of assessment, i.e.: validity, reliability, focused on competencies, comprehen-sive, objectivity, and the principle of educating. Keywords: authentic assessment, self-assessment, problem solving skills, self-management skills, vocational education

  11. Ferritin nanocontainers that self-direct in synthetic polymer systems

    Science.gov (United States)

    Sengonul, Merih C.

    Currently, there are many approaches to introduce functionality into synthetic polymers. Among these, for example, are copolymerization, grafting, and blending methods. However, modifications made by such methods also change the thermodynamics and rheological properties of the polymer system of interest, and each new modification often requires a costly reoptimization of polymer processing. Such a reoptimalization would not be necessary if new functionality could be introduced via a container whose external surface is chemically and physically tuned to interact with the parent polymer. The contents of the container could then be changed without changing other important properties of the parent polymer. In this context this thesis project explores an innovative nanocontainer platform which can be introduced into phase-separating homopolymer blends. Ferritin is a naturally existing nanocontainer that can be used synthetically to package and selectively transport functional moieties to a particular phase that is either in the bulk or on the surface of a homopolymer blend system. The principal focus of this work centers on modifying the surface of wild ferritin to: (1) render modified ferritin soluble in a non-aqueous solvent; and (2) impart it with self-directing properties when exposed to a homopolymer blend surface or incorporated into the bulk of a homopolymer blend. Wild ferritin is water soluble, and this research project successfully modified wild ferritin by grafting either amine-functional poly(ethylene glycol) (PEG) or short-chain alkanes to carbodiimide activated carboxylate groups on ferritin's surface. Such modified ferritin is soluble in dichloromethane (DCM). Modification was confirmed by ion-exchange chromatography, zeta-potential measurements, and electrospray mass spectroscopy. FT-IR was used to quantify the extent of PEGylation of the reaction products through area ratios of the -C-O-C asymmetric stretching vibration of the grafted PEG chains to the

  12. The Role of Self-Reflection, Emotional Management of Feedback, and Self-Regulation Processes in Self-Directed Leadership Development

    Science.gov (United States)

    Nesbit, Paul L.

    2012-01-01

    This article presents and explores a framework of self-directed leadership development (SDLD) to advance conceptual understanding and practical applications for self-development approaches to development of leaders in organizations. Drawing on a diversified literature associated with experiential learning, emotion research, and social cognitive…

  13. Case study: Comparison of motivation for achieving higher performance between self-directed and manager-directed aerospace engineering teams

    Science.gov (United States)

    Erlick, Katherine

    team members. The self-directed team was more motivated to learn their topic than was the manager-directed team, but they struggled with their path in following their vision whereas the manager-directed team kept their focus under the guidance of their manager. Finally, both teams are in fact effective; however specific circumstances may be an important objective when deciding to utilize either a self-directed or manager-directed team.

  14. Aging and health: Self-efficacy for Self-direction in Health Scale.

    Science.gov (United States)

    Oliveira, Albertina L; Silva, José T; Lima, Margarida P

    2016-07-04

    To validate the Escala de Autoeficácia para a Autodireção na Saúde (EAAS - Self-efficacy for Self-direction in Health Scale). Non-experimental quantitative study of EAAS validation, by confirmatory factorial analyses, evaluating a sample of 508 older adults from the north and the center of Portugal with mean age of 71.67 (from 51 to 96 years), to whom the Self-efficacy for Self-direction in Health Scale, the Rosenberg Self-esteem Scale, the Positive and Negative Affect Schedule, the Satisfaction with Life Scale, and the Instrumental Activities of Daily Living Scale were applied. The EAAS was developed from the theoretical constructs of self-efficacy and from self-directed learning within the PALADIN European project framework, aiming to develop an instrument able to assess the extent to which older adults take good care of their health. The internal consistency was 0.87 (Cronbach's alpha) and confirmatory factorial analyses enabled to find a model near the one theoretically proposed, indicating a structure consisting of four dimensions: physical exercise, healthy diet, engaging in health-related learning, and visits to health professionals. From the psychometric point of view, the model in four factors showed quite satisfactory fit indicators. The Self-efficacy for Self-direction in Health Scale, with 16 items, is adequate to evaluate to what extent older adults have confidence in their ability to take care of their own health, with high degree of autonomy. Validar a Escala de Autoeficácia para a Autodireção no domínio da Saúde (EAAS). Estudo quantitativo não experimental de validação da EAAS, por meio de análises fatoriais confirmatórias, avaliando amostra de 508 seniores e idosos provenientes das regiões Norte e Centro de Portugal com média etária de 71.67 (51 a 96 anos), a quem foram aplicadas a Escala de Autoeficácia para a Autodireção na Saúde, a Escala de Autoestima de Rosenberg, a Escala de Afeto Positivo e Afeto Negativo, a Escala de

  15. Self-Assessment: Theoretical and Practical Connotations. When It Happens, How Is It Acquired and What to Do to Develop It in Our Students

    Science.gov (United States)

    Panadero, Ernesto; Alonso-Tapia, Jesus

    2013-01-01

    Self-assessment is one of the most usual activities in classroom from all different educational levels. However a high percentage of teachers report not knowing how self-assessment influence students' learning or how to implement it successfully in their classrooms. In this article two different lines of research concerning self-assessment…

  16. "The Reliability, Validity, and Utility of Self-Assessment"

    Directory of Open Access Journals (Sweden)

    John A. Ross

    2006-11-01

    Full Text Available Despite widespread use of self-assessment, teachers have doubts about the value and accuracy of the technique. This article reviews research evidence on student self-assessment, finding that (1 self-assessment produces consistent results across items, tasks, and short time periods; (2 self-assessment provides information about student achievement that corresponds only in part to the information generated by teacher assessments; (3 self-assessment contributes to higher student achievement and improved behavior. The central finding of this review is that (4 the strengths of self-assessment can be enhanced through training students how to assess their work and each of the weaknesses of the approach (including inflation of grades can be reduced through teacher action.

  17. Housing and Employment Outcomes for Mental Health Self-Direction Participants.

    Science.gov (United States)

    Croft, Bevin; İsvan, Nilüfer; Parish, Susan L; Mahoney, Kevin J

    2018-05-15

    In self-direction, participants control individual budgets, allocating service dollars according to needs and preferences within program parameters to meet self-defined recovery goals. Mental health self-direction is associated with enhanced wellness and recovery outcomes at lower or similar cost than traditional service arrangements. This study compared outcomes of housing independence and employment between individuals who participated in self-direction and those who did not. This quasi-experimental study involved administrative data from 271 self-directing participants. Using coarsened exact matching with observed demographic, diagnostic, and other characteristics, the authors constructed a comparison group of non-self-directing individuals (N=1,099). The likelihood of achieving positive outcomes between first and last assessments during the approximately four-year study period was compared for self-directing and non-self-directing individuals. Self-directing participants were more likely than nonparticipants to increase days worked for pay or maintain days worked at 20 or more days in the past 30 days (number needed to treat [NNT]=18; small effect size) and maintain or attain independent housing (NNT=16; small effect size), when analyses controlled, to the extent possible, for observed individual characteristics. Based on data from the nation's largest and longest-standing program of its kind, results suggest that mental health self-direction is associated with modest improvements or maintenance of positive outcomes in employment and housing independence. This research adds to the literature examining self-direction in the context of mental health and begins to fill the need for a greater understanding of self-direction's relationship to outcomes of interest to service users and families, providers, and system administrators.

  18. Applying Case-Based Method in Designing Self-Directed Online Instruction: A Formative Research Study

    Science.gov (United States)

    Luo, Heng; Koszalka, Tiffany A.; Arnone, Marilyn P.; Choi, Ikseon

    2018-01-01

    This study investigated the case-based method (CBM) instructional-design theory and its application in designing self-directed online instruction. The purpose of this study was to validate and refine the theory for a self-directed online instruction context. Guided by formative research methodology, this study first developed an online tutorial…

  19. Validation of the self-assessment teamwork tool (SATT) in a cohort of nursing and medical students.

    Science.gov (United States)

    Roper, Lucinda; Shulruf, Boaz; Jorm, Christine; Currie, Jane; Gordon, Christopher J

    2018-02-09

    Poor teamwork has been implicated in medical error and teamwork training has been shown to improve patient care. Simulation is an effective educational method for teamwork training. Post-simulation reflection aims to promote learning and we have previously developed a self-assessment teamwork tool (SATT) for health students to measure teamwork performance. This study aimed to evaluate the psychometric properties of a revised self-assessment teamwork tool. The tool was tested in 257 medical and nursing students after their participation in one of several mass casualty simulations. Using exploratory and confirmatory factor analysis, the revised self-assessment teamwork tool was shown to have strong construct validity, high reliability, and the construct demonstrated invariance across groups (Medicine & Nursing). The modified SATT was shown to be a reliable and valid student self-assessment tool. The SATT is a quick and practical method of guiding students' reflection on important teamwork skills.

  20. Preservice Teachers and Self-Assessing Digital Competence

    Science.gov (United States)

    Maderick, Joseph A.; Zhang, Shaoan; Hartley, Kendall; Marchand, Gwen

    2016-01-01

    This study compares matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers at a large Southwest public university. The results, consistent with earlier studies, confirm that the participating preservice teachers inaccurately self-assessed their digital competence. The…

  1. The Benefits of Guided Facility Self-Assessments

    Science.gov (United States)

    O'Leary, Keith

    2012-01-01

    A growing number of educational institutions have discovered that a guided self-assessment solution helps them to consistently and cost-effectively obtain facility condition information and make better-informed capital planning decisions. Facility self-assessment employs a consistent, repeatable process for internal staff to quickly assess assets…

  2. Team Self-Assessment: Problem Solving for Small Workgroups.

    Science.gov (United States)

    LoBue, Robert

    2002-01-01

    Describes team self-assessment, a task force approach involving frontline workers/supervisors in solving problems or improving performance. Provides examples and discusses its theoretical bases: control self-assessment, Belbin's team roles research, and the team climate inventory. (Contains 23 references.) (SK)

  3. The radiation safety self-assessment program of Ontario Hydro

    International Nuclear Information System (INIS)

    Armitage, G.; Chase, W.J.

    1987-01-01

    Ontario Hydro has developed a self-assessment program to ensure that high quality in its radiation safety program is maintained. The self-assessment program has three major components: routine ongoing assessment, accident/incident investigation, and detailed assessments of particular radiation safety subsystems or of the total radiation safety program. The operation of each of these components is described

  4. THE ABILITY OF SELF-ASSESSMENT STUDY HABITS

    Directory of Open Access Journals (Sweden)

    Diana Lizbeth Alonzo Rivera

    2018-01-01

    Full Text Available Revista Varela, ISSN: 1810 -3413 RNPS: 2 038 Vol. ( 18, No. ( 49, art (06, pp. ( 69- 81, enero -abril , 2018 Universidad Central "Marta Abreu" de Las Villas, Carretera a Camajuani km 5,5. Santa Clara, Villa Clara, Cuba. CP 54830 http://revistavarela.uclv.edu.cu , revistavarela@uclv.cu Recibido: 15 de sept de 2017 Aprobado: 11 de dic de 2017 70 concentración. El desarrollo de la habilidad de autoevaluación permite el involucramiento del estudiante en su proceso educativo y lo hace copartícipe de su aprendizaje. ABSTRACT One of the problems facing students in b achelor's degree is the use of methods and techniques of inappropriate study, which repeat constantly during the performance of their academic duties, constitute a bad habit in their way of dealing with learning situations. Promote the development of the ability to study habits self -assessment allows students to reflect on issues that must be correct to develop an appropriate study method, involves a commitment and responsibility that the student has to purchase to develop their autonomy in the learning process. The identification of study habits that favor the process of knowledge acquisition is a skill needed for academic success. This paper shows resu lts of the practice of this skill, during three years with students from the bachelor's degree in B iology from a M exican university. The aspects of study habits that have worked on an ongoing basis are: distribution of time, reading, physiological condition and concentration. The development of self -evaluation ability allows the involvement of students in their educational process and your learning partner does.

  5. The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency

    Science.gov (United States)

    Brown, Gavin T. L.; Harris, Lois R.

    2014-01-01

    Formative assessment policies and self-regulation theories argue that student self-assessment of their own work and processes are useful for raising academic performance and self-regulatory skills. However, research into student self-evaluation raises serious doubts about the quality of self-assessment as an assessment process and identifies…

  6. A Cyclical Self-Assessment Process: Towards a Model of How Students Engage in Self-Assessment

    Science.gov (United States)

    Yan, Zi; Brown, Gavin T. L.

    2017-01-01

    While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate students from a teacher education institute took…

  7. Application of self-assessment in the nuclear fuel supply activities of Siemens AG

    International Nuclear Information System (INIS)

    Nilson, F.; Schaule, B.

    2000-01-01

    The quality of fuel assemblies supplied to our customers is defined by more than just their expected functionality (performance) during reactor operation and beyond but also by their cost (price) and the timeliness of their supply (including related services). This perspective implies a comprehensive view of the quality of business, - the same focus that the IAEA Code, Basic Requirement 9, addresses regarding management self-assessment. Siemens has adopted a comprehensive management philosophy in the Nuclear Fuels Business in the early Nineties under the header of 'TQM' that is similar to the one mentioned above. For this approach we found valuable guidance in the Business Excellence model of the European Foundation for Quality Management (EFQM) which is comparable to the self-assessment criteria listed by IAEA. In this contribution we are presenting examples and experiences of how such system of self-assessment and continuous improvement was implemented by senior management. Our experience of more than 6 years of TQM and 4 years of self-assessment yielded an increasing alignment and focus of our organization and all its members on the continuous improvement of our processes (business, management and support) - on the way to a learning organization. (author)

  8. How and when will self-assessment improve maintenance of CANDU plants - evaluator's view

    International Nuclear Information System (INIS)

    Mika, K.

    1997-01-01

    Learning organizations use self-evaluation programs to compare their actual performance with their management's expectations and industry standards. In general, self-evaluations identify areas needing improvement. Self-evaluation activities in maintenance departments include self-assessments, management monitoring observations, root cause analyses, event investigations, benchmarking, use of operating experience, self-checking, and problem reporting systems. In Ontario Hydro Nuclear (OHN) we have used almost all forms of self-evaluation with mixed success. However, we did not use self-assessments. With emphasis on excellent maintenance this powerful form of self-evaluation is being introduced to all our plants. Because of its recency and relative inexperience with it, this paper is focused on self-assessment. The paper provides the author's perspective on how a self-assessment program would be evaluated by an independent internal evaluation and what attributes should be in place in order for maintenance departments to succeed in the implementation and successful continuation of the program. (author)

  9. Student self-assessment in dental hygiene education: a cornerstone of critical thinking and problem-solving.

    Science.gov (United States)

    Mould, Michelle R; Bray, Kimberly Krust; Gadbury-Amyot, Cynthia C

    2011-08-01

    Self-assessment is an integral component of learning and developing decision making and critical thinking skills in the practice of dental hygiene. Dental hygienists must think critically and develop problem-solving strategies during their formal education to ensure lifelong quality and ongoing development of their personal knowledge and skill as related to providing comprehensive, evidence-based patient care. The primary focus of this qualitative investigation was to obtain undergraduate dental hygiene students' perceptions of and experiences with self-assessment. The sample consisted of an intact undergraduate dental hygiene class of seventeen students in their final semester of a two-year, entry-level dental hygiene program at a community college in the southeast United States. Data for this research were obtained from three sources: 1) a program-designed self-assessment survey assignment, 2) in-depth interviews with four second-year dental hygiene students, and 3) program-designed clinical competence evaluation forms. Inductive data analysis revealed that the majority of students perceived that they had no prior experience with self-assessment in any prerequisite coursework and thus felt unprepared for its use in the dental hygiene program. As they matriculated in the program, students began to see the advantages of self-assessment in clinical practice. Programmatic orientation to self-assessment may therefore be beneficial due to the varying backgrounds of students entering dental hygiene programs.

  10. Self-assessment of operational safety for nuclear power plants

    International Nuclear Information System (INIS)

    1999-12-01

    Self-assessment processes have been continuously developed by nuclear organizations, including nuclear power plants. Currently, the nuclear industry and governmental organizations are showing an increasing interest in the implementation of this process as an effective way for improving safety performance. Self-assessment involves the use of different types of tools and mechanisms to assist the organizations in assessing their own safety performance against given standards. This helps to enhance the understanding of the need for improvements, the feeling of ownership in achieving them and the safety culture as a whole. Although the primary beneficiaries of the self-assessment process are the plant and operating organization, the results of the self-assessments are also used, for example, to increase the confidence of the regulator in the safe operation of an installation, and could be used to assist in meeting obligations under the Convention on Nuclear Safety. Such considerations influence the form of assessment, as well as the type and detail of the results. The concepts developed in this report present the basic approach to self-assessment, taking into consideration experience gained during Operational Safety Review Team (OSART) missions, from organizations and utilities which have successfully implemented parts of a self-assessment programme and from meetings organized to discuss the subject. This report will be used in IAEA sponsored workshops and seminars on operational safety that include the topic of self-assessment

  11. Self-directed adult learning in a ubiquitous learning environment: A meta-review

    NARCIS (Netherlands)

    Stubbé, H.E.; Theunissen, N.C.M.

    2008-01-01

    Systematische meta-review (1967-2007) waarin 17 reviews over zelfsturend leren zijn geanalyseerd. In combinatie met altijd-en-overal leren en volwassen-leren biedt dit oplossingen voor een leven lang leren op de werkplek.

  12. Implementation of a self-directed work team in a TLD Processing Center

    International Nuclear Information System (INIS)

    Arnwine, A.A.; Bogard, R.S.; Teasley, N.A.; Somers, D.E.; Souleyrette, M.L.

    1994-01-01

    In an effort to maintain productivity with a decreasing work force, the Oak Ridge Y-12 Plant has adopted the concept of Self-Directed Work Teams in various disciplines. The plant's Health Physics Department was able to eliminate a layer of front-line supervisors by establishing four self-directed work teams. Each team was able to choose their method of implementation. The TLD Processing Center Team chose to use project managment tools to ensure a smooth transition from the traditional work group to a self-directed approach. This process focused on establishing responsibilities, determining training requirements, determining a leadership style for the group, and performing a potential problem analysis for the transition. The transition also reviewed interface issues that could occur with upper management, matrix management, technical oversight, and organizational peers. The team's experience is also evaluated in comparison to other Self-Directed Work Teams

  13. Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict.

    Science.gov (United States)

    Mann, Karen; van der Vleuten, Cees; Eva, Kevin; Armson, Heather; Chesluk, Ben; Dornan, Timothy; Holmboe, Eric; Lockyer, Jocelyn; Loney, Elaine; Sargeant, Joan

    2011-09-01

    Informed self-assessment describes the set of processes through which individuals use external and internal data to generate an appraisal of their own abilities. The purpose of this project was to explore the tensions described by learners and professionals when informing their self-assessments of clinical performance. This 2008 qualitative study was guided by principles of grounded theory. Eight programs in five countries across undergraduate, postgraduate, and continuing medical education were purposively sampled. Seventeen focus groups were held (134 participants). Detailed analyses were conducted iteratively to understand themes and relationships. Participants experienced multiple tensions in informed self-assessment. Three categories of tensions emerged: within people (e.g., wanting feedback, yet fearing disconfirming feedback), between people (e.g., providing genuine feedback yet wanting to preserve relationships), and in the learning/practice environment (e.g., engaging in authentic self-assessment activities versus "playing the evaluation game"). Tensions were ongoing, contextual, and dynamic; they prevailed across participant groups, infusing all components of informed self-assessment. They also were present in varied contexts and at all levels of learners and practicing physicians. Multiple tensions, requiring ongoing negotiation and renegotiation, are inherent in informed self-assessment. Tensions are both intraindividual and interindividual and they are culturally situated, reflecting both professional and institutional influences. Social learning theories (social cognitive theory) and sociocultural theories of learning (situated learning and communities of practice) may inform our understanding and interpretation of the study findings. The findings suggest that educational interventions should be directed at individual, collective, and institutional cultural levels. Implications for practice are presented.

  14. Perspectives of self-direction: a systematic review of key areas contributing to service users' engagement and choice-making in self-directed disability services and supports.

    Science.gov (United States)

    Lakhani, Ali; McDonald, Donna; Zeeman, Heidi

    2018-05-01

    Self-directed disability support policies aim to encourage greater choice and control for service users in terms of the health and social care they receive. The proliferation of self-directed disability support policies throughout the developed world has resulted in a growing amount of research exploring the outcomes for service users, and their families and carers. Our understanding of the issues faced by people with disabilities, particularly how they make health and social care decisions and the key areas that determine their engagement with service providers within a self-directed environment is limited. A synthesis of research is timely and can provide knowledge for service users and health and social care support providers to ensure their successful participation. A systematic review guided by the PRISMA approach explored (i) the key areas determining service users' engagement with self-directed disability services and supports, and (ii) how service users make informed decisions about providers. In October 2014 and April 2016, three databases - MEDLINE, CINAHL and Web of Science - were searched for research and review articles. Eighteen sources met the search criteria. Findings were mapped into either: key areas determining service user engagement, or service users' informed decision-making. Findings concerning key areas determining engagement fell into three themes - personal responsibility for budgeting, personalised approaches, and a cultural shift in practice and delivery among service providers. Findings about decision-making yielded two themes - supporting informed decision-making and inhibiting informed decision-making. Literature suggests that self-directed models of care may provide service users with increased control over the services that they receive. Increased control for some service users and their families requires independent external decision-making support, particularly around the domains of budgeting, planning and hiring. Future research

  15. Book review: Reptiles and amphibians: Self-assessment color review

    Science.gov (United States)

    Green, David E.

    2017-01-01

    No abstract available.Book information: Reptiles and Amphibians: Self-Assessment Color Review. 2nd Edition. By Fredric L. Frye. CRC Press, Taylor and Francis Group, Boca Raton, Florida USA. 2015. 252 pp. ISBN 9781482257601.

  16. Self-Assessment: The Disconnect between Research and Rhetoric

    Science.gov (United States)

    2008-01-01

    Purpose: Physical therapists are expected to engage in self-assessment in order to ensure competent practice and to identify appropriate professional development activities. Summary of Key Points: This paper reviews the current literature on the accuracy and role of self-assessment in physical therapy. Current literature indicating that self-assessment cannot be conducted with any degree of accuracy is discussed, and a proposed reformulation of the concept of self-assessment is presented. Recommendations: Practical strategies are offered for clinicians to improve the potential for obtaining reliable and valid information about their own clinical performance to guide the selection of appropriate professional development activities and to promote the provision of competent patient care. PMID:20145775

  17. Procedures for self-assessment of operational safety

    International Nuclear Information System (INIS)

    1997-08-01

    Self-assessment processes have been continuously developed by nuclear organizations, including nuclear power plants. Currently, the nuclear industry and governmental organizations are showing an increasing interest in the implementation of this process as an effective way for improving safety performance. Self-assessment involves the use of different types of tools and mechanisms to assist the organizations in assessing their own safety performance against given standards. This helps to enhance the understanding of the need for improvements, the feeling of ownership in achieving them and and the safety culture as a whole. The concepts developed in this report present the basic approach to self-assessment taking into consideration experience gained during Operational Safety Review Team (OSART) missions, from organizations and utilities which have successfully implemented parts of a self-assessment programme and from meetings organized to discuss the subject

  18. Effects of Human Self-Assessment Responding on Learning

    Science.gov (United States)

    1980-08-01

    short. - he who thinks himself worthy of great things, being unwort~hy of themi is vain. Aristotle, 4th century B.C. (translator W. D. Ross in Auden , 1970...No. 7, i: 493-499. Auden , W. H. (ed.). The Portable Greek Reader. Clinton, Mass.: The Colonial Press, 1970. Bandura, A. Self-efficacy: Toward a

  19. A patient self-assessment tool for cardiac rehabilitation.

    Science.gov (United States)

    Phelan, C; Finnell, M D; Mottla, K A

    1989-01-01

    A patient self-assessment tool was designed, tested, and implemented to promote cardiac-specific data collection, based on Gordon's Functional Health Patterns, to maximize patient/family involvement in determining a plan of care, and to streamline primary nurses' documentation requirements. Retrospective and concurrent chart reviews provided data for quality assurance monitoring. The results of the monitoring demonstrated that the self-assessment tool markedly improved the patient-specific data base.

  20. ECTA/DaSy Framework Self-Assessment Comparison Tool

    Science.gov (United States)

    Center for IDEA Early Childhood Data Systems (DaSy), 2016

    2016-01-01

    The Self-Assessment Comparison (SAC) Tool is for state Part C and Section 619/Preschool programs to use to assess changes in the implementation of one or more components of the ECTA System Framework and/or subcomponenets of the DaSy Data System Framework. It is a companion to the ECTA/DaSy Framework Self-Assessment. Key features of the SAC are…

  1. Self-assessment program and actions in ANAV

    International Nuclear Information System (INIS)

    2004-01-01

    Since 1999, the Association Nuclear Asco-Vandellos II, AIE (ANAV) has a self-assessment program in place and controls and tracks the actions with the support of different databases. This article describes the improvements made in the self-assessment programs and actions of ANAV between 1999 up to the present, all the fruit of the experience gained in the application of these programs, Sector guidelines and international trends, as well as standardization with the other Spanish nuclear power plants. (Author)

  2. Implementing an effective self-assessment program at Millstone Station

    International Nuclear Information System (INIS)

    Venable, J.M.

    1996-01-01

    The nuclear industry is becoming ever more reliant on self-assessments to ensure operational safety and to meet our increasingly competitive business challenges. This trend includes utility assessments modeled after major U.S. Nuclear Regulatory Commission (NRC) inspections such as safety system functional inspections (SSFI). Utility conducted SSFIs leveraged the limited resources of the NRC, making possible many evaluations that simply would not have been conducted otherwise. This report describes a self-assessment program at the Millstone Station plant

  3. Fostering dental student self-assessment of knowledge by confidence scoring of multiple-choice examinations.

    Science.gov (United States)

    McMahan, C Alex; Pinckard, R Neal; Jones, Anne Cale; Hendricson, William D

    2014-12-01

    Creating a learning environment that fosters student acquisition of self-assessment behaviors and skills is critically important in the education and training of health professionals. Self-assessment is a vital component of competent practice and lifelong learning. This article proposes applying a version of confidence scoring of multiple-choice questions as one avenue to address this crucial educational objective for students to be able to recognize and admit what they do not know. The confidence scoring algorithm assigns one point for a correct answer, deducts fractional points for an incorrect answer, but rewards students fractional points for leaving the question unanswered in admission that they are unsure of the correct answer. The magnitude of the reward relative to the deduction is selected such that the expected gain due to random guessing, even after elimination of all but one distractor, is never greater than the reward. Curricular implementation of this confidence scoring algorithm should motivate health professions students to develop self-assessment behaviors and enable them to acquire the skills necessary to critically evaluate the extent of their current knowledge throughout their professional careers. This is a professional development competency that is emphasized in the educational standards of the Commission on Dental Accreditation (CODA).

  4. A systematic self-assessment tool

    OpenAIRE

    Berglund, Anders; Tretten, Phillip; Håkansson, Anders

    2012-01-01

    The Bologna Process has led to fundamental changes in the way students are taught. This in turn has led to new quality assurance systems for teaching. For good outcomes to occur both the teachers and students need to be aware of the intended learning outcome (ILO) and this is made clearer by well defined Teacher/Learner Activities (TLAs). The Systematic Grading Procedure (SGP) has been shown to assist teachers grading student’s 3D-image work, fulfilling a need for assistance in subjects requi...

  5. NASA Occupational Health Program FY98 Self-Assessment

    Science.gov (United States)

    Brisbin, Steven G.

    1999-01-01

    The NASA Functional Management Review process requires that each NASA Center conduct self-assessments of each functional area. Self-Assessments were completed in June 1998 and results were presented during this conference session. During FY 97 NASA Occupational Health Assessment Team activities, a decision was made to refine the NASA Self-Assessment Process. NASA Centers were involved in the ISO registration process at that time and wanted to use the management systems approach to evaluate their occupational health programs. This approach appeared to be more consistent with NASA's management philosophy and would likely confer status needed by Senior Agency Management for the program. During FY 98 the Agency Occupational Health Program Office developed a revised self-assessment methodology based on the Occupational Health and Safety Management System developed by the American Industrial Hygiene Association. This process was distributed to NASA Centers in March 1998 and completed in June 1998. The Center Self Assessment data will provide an essential baseline on the status of OHP management processes at NASA Centers. That baseline will be presented to Enterprise Associate Administrators and DASHO on September 22, 1998 and used as a basis for discussion during FY 99 visits to NASA Centers. The process surfaced several key management system elements warranting further support from the Lead Center. Input and feedback from NASA Centers will be essential to defining and refining future self assessment efforts.

  6. Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving

    NARCIS (Netherlands)

    Baars, Martine; Vink, Sigrid; van Gog, Tamara; de Bruin, Anique; Paas, Fred

    2014-01-01

    Both retrospective and prospective monitoring are considered important for self-regulated learning of problem-solving skills. Retrospective monitoring (or self-assessment; SA) refers to students' assessments of how well they performed on a problem just completed. Prospective monitoring (or Judgments

  7. Formative Self-Assessment College Classes Improves Self-Regulation and Retention in First/Second Year Community College Students

    Science.gov (United States)

    Mahlberg, Jamie

    2015-01-01

    This research examined the influence formative self-assessment had on first/second year community college student self-regulatory practices. Previous research has shown that the ability to regulate one's learning activities can improve performance in college classes, and it has long been known that the use of formative assessment improves…

  8. Self-assessed performance improves statistical fusion of image labels

    International Nuclear Information System (INIS)

    Bryan, Frederick W.; Xu, Zhoubing; Asman, Andrew J.; Allen, Wade M.; Reich, Daniel S.; Landman, Bennett A.

    2014-01-01

    Purpose: Expert manual labeling is the gold standard for image segmentation, but this process is difficult, time-consuming, and prone to inter-individual differences. While fully automated methods have successfully targeted many anatomies, automated methods have not yet been developed for numerous essential structures (e.g., the internal structure of the spinal cord as seen on magnetic resonance imaging). Collaborative labeling is a new paradigm that offers a robust alternative that may realize both the throughput of automation and the guidance of experts. Yet, distributing manual labeling expertise across individuals and sites introduces potential human factors concerns (e.g., training, software usability) and statistical considerations (e.g., fusion of information, assessment of confidence, bias) that must be further explored. During the labeling process, it is simple to ask raters to self-assess the confidence of their labels, but this is rarely done and has not been previously quantitatively studied. Herein, the authors explore the utility of self-assessment in relation to automated assessment of rater performance in the context of statistical fusion. Methods: The authors conducted a study of 66 volumes manually labeled by 75 minimally trained human raters recruited from the university undergraduate population. Raters were given 15 min of training during which they were shown examples of correct segmentation, and the online segmentation tool was demonstrated. The volumes were labeled 2D slice-wise, and the slices were unordered. A self-assessed quality metric was produced by raters for each slice by marking a confidence bar superimposed on the slice. Volumes produced by both voting and statistical fusion algorithms were compared against a set of expert segmentations of the same volumes. Results: Labels for 8825 distinct slices were obtained. Simple majority voting resulted in statistically poorer performance than voting weighted by self-assessed performance

  9. Self-assessed performance improves statistical fusion of image labels

    Energy Technology Data Exchange (ETDEWEB)

    Bryan, Frederick W., E-mail: frederick.w.bryan@vanderbilt.edu; Xu, Zhoubing; Asman, Andrew J.; Allen, Wade M. [Electrical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); Reich, Daniel S. [Translational Neuroradiology Unit, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892 (United States); Landman, Bennett A. [Electrical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); Biomedical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); and Radiology and Radiological Sciences, Vanderbilt University, Nashville, Tennessee 37235 (United States)

    2014-03-15

    Purpose: Expert manual labeling is the gold standard for image segmentation, but this process is difficult, time-consuming, and prone to inter-individual differences. While fully automated methods have successfully targeted many anatomies, automated methods have not yet been developed for numerous essential structures (e.g., the internal structure of the spinal cord as seen on magnetic resonance imaging). Collaborative labeling is a new paradigm that offers a robust alternative that may realize both the throughput of automation and the guidance of experts. Yet, distributing manual labeling expertise across individuals and sites introduces potential human factors concerns (e.g., training, software usability) and statistical considerations (e.g., fusion of information, assessment of confidence, bias) that must be further explored. During the labeling process, it is simple to ask raters to self-assess the confidence of their labels, but this is rarely done and has not been previously quantitatively studied. Herein, the authors explore the utility of self-assessment in relation to automated assessment of rater performance in the context of statistical fusion. Methods: The authors conducted a study of 66 volumes manually labeled by 75 minimally trained human raters recruited from the university undergraduate population. Raters were given 15 min of training during which they were shown examples of correct segmentation, and the online segmentation tool was demonstrated. The volumes were labeled 2D slice-wise, and the slices were unordered. A self-assessed quality metric was produced by raters for each slice by marking a confidence bar superimposed on the slice. Volumes produced by both voting and statistical fusion algorithms were compared against a set of expert segmentations of the same volumes. Results: Labels for 8825 distinct slices were obtained. Simple majority voting resulted in statistically poorer performance than voting weighted by self-assessed performance

  10. Operator involvement in plant decision making and self-assessment

    International Nuclear Information System (INIS)

    Dugwyler, R.L.

    1993-04-01

    The Fast Flux Test Facility has a history of innovation that goes beyond mere compliance with DOE Conduct of Operations. This innovation fosters excellence at all levels of daily operations. Consistent operator input into management decision making and self-assessment has helped to produce an Operations staff that is proud and professional. A group of operators drafted the Fast Flux Test Facility Operations Professional Code, which serves as a benchmark for excellence. Operator committees have proposed changes as varied as the twelve hour rotating shift schedule, a streamlined reactor operator qualification program and an improved new hire training process. The changes succeeded because they had widespread operator acceptance. Similar committees have initiated staffing and qualification changes to help Operations cope with transforming the plant from an operating to a standby status. Standing committees such as the Operations Review Team (1985 to 1988) and the Operations Performance Enhancement Committee (1990 to present) have provided operators with an independent review of root causes and corrective actions to events. This occurs both for in-plant and other DOE facility events, through a Lessons Learned Program. The committees have also had open-quotes management's earclose quotes regarding suggestions for improving safety, efficiency and operator performance. As the Fast Flux Test Facility goes from an operating plant to a plant in standby, one of the primary changes will be to maintain operator interest in continual improvement. The Operations Performance Enhancement Committee can assist in this pursuit -- a pursuit of excellence. The purpose of this paper is to relate the successes of operator involvement at the Fast Flux Test Facility from the viewpoint of an Operations Engineer

  11. Dental Hygiene Students' Self-Assessment of Ergonomics Utilizing Photography.

    Science.gov (United States)

    Partido, Brian B

    2017-10-01

    Due to postural demands, dental professionals are at high risk for developing work-related musculoskeletal disorders (WMSDs). Dental clinicians' lack of ergonomic awareness may impede the clinical application of recommendations to improve their posture. The aim of this study was to determine whether feedback involving photography and self-assessment would improve dental hygiene students' ergonomic scores and accuracy of their ergonomic self-assessments. The study involved a randomized control design and used a convenience sample of all 32 junior-year dental hygiene students enrolled in the autumn 2016 term in The Ohio State University baccalaureate dental hygiene program. Sixteen students were randomly assigned to each of two groups (control and training). At weeks one and four, all participants were photographed and completed ergonomic self-evaluations using the Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks two and three, participants in the training group were photographed again and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were given ergonomic scores by three raters. Students' self-assessments in the control group and faculty evaluations of the training group showed significant improvement in scores over time (F(1,60)=4.25, p<0.05). In addition, the accuracy of self-assessment significantly improved for students in the training group (F(1,30)=8.29, p<0.01). In this study, dental hygiene students' self-assessments using photographs resulted in improvements in their ergonomic scores and increased accuracy of their ergonomic self-assessments. Any improvement in ergonomic score or awareness can help reduce the risks for WMSDs, especially among dental clinicians.

  12. Study of Knowledge and Practice of Patient Self directed Care among Diabetics Patients

    Directory of Open Access Journals (Sweden)

    Z. Abedini

    2008-07-01

    Full Text Available Background and ObjectivesDiabetic patients play the main role in the management of their disease. Adequate knowledge of this disease state and self directed patient care will improve the health of these patients. Some studies have indicated a high prevalence of diabetes complication are due to the lack of knowledge of self directed patient care and practice in diabetic patient group. The objective of this study is to measure the knowledge level of self directed patient care and practice in order to evaluate their effects on improvement of diabetic patients' health in the city of Qom, Iran.MethodsIn this cross sectional study 1004 patients with diabetes participated (During year 2006. Data were collected from patients of General Hospital metabolism and endocrine research center.An interviewing method was used to asses the demographics data, history of disease, and knowledge of self directed patient care in these patients. Data were analyzed using a descriptive statistic, chi-square, and Pearson correlation coefficient, and SPSS software.ResultsOut of 1004 observed case, 154 patients were with Diabetes type I and 850 patients with Diabetes type II. The knowledge of self directed patient care and practice level of with both types of diabetes were determined to be mostly at an intermediate level. In type I diabetic patients there was a significant relation between knowledge level of self directed patient care and gender of the patients (P=0.01. Also, there was a significant correlation between practice and age (P=0.03(, and economical status (P=0.06 of the patients. In type II diabetic patients there was a significant relation between knowledge level of self directed patient care and educational level (P=0.00(, and economical status (P=0.01 of the patients. The practice level of self directed patient care was significantly related to economical status (p=0.03 in this group of patients. ConclusionThese results indicate that an increase in knowledge

  13. When do gamblers help themselves? Self-discontinuity increases self-directed change over time.

    Science.gov (United States)

    Kim, Hyoun S; Wohl, Michael J A; Salmon, Melissa; Santesso, Diane

    2017-01-01

    Most disordered gamblers fail to take the necessary action to change their behavior. When action is taken, it is typically done under self-direction. Yet, little is known about what motivates gamblers to engage in self-directed change as researchers have focused almost exclusively on barriers to treatment seeking. Herein, we tested whether self-discontinuity (i.e., the notion that the self has undergone fundamental changes as a result of one's gambling) predicts self-directed change among gamblers experiencing sub-clinical levels of disordered gambling. Further, we tested whether this relationship would hold when controlling for feelings of shame and guilt about one's gambling as well as self-stigma as a disordered gambler (i.e., known barriers to change). To this end, 195 gamblers from the community completed a questionnaire battery that contained the variables of interest. Six months later, participants were re-contacted to assess whether they engaged in self-directed change. As hypothesized, the likelihood that self-directed change was attempted increased to the extent participants reported feeling self-discontinuous - an effect that remained significant when controlling for shame, guilt, and self-stigma. Results suggest that heightening the awareness that the gambling has fundamentally changed the self increases the likelihood of gamblers taking action to change their disordered gambling behaviors. Copyright © 2016. Published by Elsevier Ltd.

  14. Role confusion and self-assessment in interprofessional trauma teams.

    Science.gov (United States)

    Steinemann, Susan; Kurosawa, Gene; Wei, Alexander; Ho, Nina; Lim, Eunjung; Suares, Gregory; Bhatt, Ajay; Berg, Benjamin

    2016-02-01

    Trauma care requires coordinating an interprofessional team, with formative feedback on teamwork skills. We hypothesized nurses and surgeons have different perceptions regarding roles during resuscitation; that nurses' teamwork self-assessment differs from experts', and that video debriefing might improve accuracy of self-assessment. Trauma nurses and surgeons were surveyed regarding resuscitation responsibilities. Subsequently, nurses joined interprofessional teams in simulated trauma resuscitations. After each resuscitation, nurses and teamwork experts independently scored teamwork (T-NOTECHS). After video debriefing, nurses repeated T-NOTECHS self-assessment. Nurses and surgeons assumed significantly more responsibility by their own profession for 71% of resuscitation tasks. Nurses' overall T-NOTECHS ratings were slightly higher than experts'. This was evident in all T-NOTECHS subdomains except "leadership," but despite statistical significance the difference was small and clinically irrelevant. Video debriefing did not improve the accuracy of self-assessment. Nurses and physicians demonstrated discordant perceptions of responsibilities. Nurses' self-assessment of teamwork was statistically, but not clinically significantly, higher than experts' in all domains except physician leadership. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. Online Platform Support for Sustained, Collaborative and Self-directed Engagement of Teachers in a Blended Professional Development Program

    Science.gov (United States)

    Osburg, Thomas; Todorova, Albena

    Professional development of teachers plays a significant role for the success of educational reforms and for student achievement. Programs for developing teachers’ skills to integrate digital media in the classroom have received increased attention, due to the role of technology in today’s world. Recent research and field experiences have identified elements which contribute to the effectiveness of such programs, among them opportunities for sustained, collaborative and self-directed learning. This paper explores how an online platform of a large scale blended program for professional development, Intel® Teach - Advanced Online, supports the implementation of such opportunities in practice and incorporates them in the structure of the program. The positive outcomes from the program as evidenced by its evaluation indicate that professional development based on the design principles identified as effective by recent research is a viable solution for addressing the limitations of traditional teacher training for technology integration.

  16. Health physics self-assessment and the nuclear regulatory oversight process at a nuclear power plant

    International Nuclear Information System (INIS)

    Schofield, R.S.

    2003-01-01

    The U.S. Nuclear Regulatory Commission has developed improvements in their Nuclear Power Plant inspection, assessment and enforcement practices. The objective of these changes was to link regulatory action with power plant performance through a risk- informed process which is intended to enhance objectivity. One of the Strategic Performance Areas of focus by the U.S. NRC is radiation safety. Two cornerstones, Occupational Radiation Safety and Public Radiation Safety, make up this area. These cornerstones are being evaluated through U.S. NRC Performance Indicators (PI) and baseline site inspections. Key to the U.S. NRC's oversight program is the ability of the licensee to implement a self-assessment program which pro-actively identifies potential problems and develops improvements to enhance management's effectiveness. The Health Physics Self-Assessment Program at San Onofre Nuclear Generating Station (SONGS) identifies radiation protection-related weakness or negative trends. The intended end result is improved performance through rapid problem identification, timely evaluation, corrective action and follow-up effectiveness reviews. A review of the radiation protection oversight process and the SONGS Health Physics Self-Assessment Program will be presented. Lessons learned and management tools, which evaluate workforce and Health Physics (HP) staff performance to improve radiological practices, are discussed. (author)

  17. Technology, Learning, and Individual Differences

    Science.gov (United States)

    Bear, Anne A. Ghost

    2012-01-01

    The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies. This study described the learning strategies that adults use in learning to engage in an online…

  18. What am I capable? Self-Assessment of Basic Competences

    Directory of Open Access Journals (Sweden)

    Antonia Ramírez García

    2014-10-01

    Full Text Available The aims of this research are focus in evaluate linguistic communication and mathematics competences of students in sixth grade of primary education from their perception, and to develop a valid and reliable questionnaire in order to perform a self-assessment. The methodology has quantitative, descriptive and correlational character. In this research 1424 students from 46 schools in Cordova and its province participated. The results show that variables such as gender, age, number of siblings and type of center have influence for a better or worse self-assessment of students; but extracurricular activities undertaken by students and the increased weekly time devoted are those which cause a greater appreciation of each competence. On the other hand, a lower daily use of television, computer and games console allows that students make a self-assess more capeble to different aspects of both competences.

  19. LANL Safety Conscious Work Environment (SCWE) Self-Assessment

    Energy Technology Data Exchange (ETDEWEB)

    Hargis, Barbara C. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2014-01-29

    On December 21, 2012 Secretary of Energy Chu transmitted to the Defense Nuclear Facilities Safety Board (DNFSB) revised commitments on the implementation plan for Safety Culture at the Waste Treatment and Immobilization Plant. Action 2-5 was revised to require contractors and federal organizations to complete Safety Conscious Work Environment (SCWE) selfassessments and provide reports to the appropriate U.S. Department of Energy (DOE) - Headquarters Program Office by September 2013. Los Alamos National Laboratory (LANL) planned and conducted a Safety Conscious Work Environment (SCWE) Self-Assessment over the time period July through August, 2013 in accordance with the SCWE Self-Assessment Guidance provided by DOE. Significant field work was conducted over the 2-week period August 5-16, 2013. The purpose of the self-assessment was to evaluate whether programs and processes associated with a SCWE are in place and whether they are effective in supporting and promoting a SCWE.

  20. Intersectional policy analysis of self-directed mental health care in Canada.

    Science.gov (United States)

    Cook, Judith A; Morrow, Marina; Battersby, Lupin

    2017-06-01

    Recovery from mental illness is influenced by one's social location along multiple dimensions of identity, such as race, class, gender, age, and ability, and by how these social locations are expressed through structural and institutional barriers. This project was developed using an intersectional policy analysis framework designed to promote equity across identity locations-called the multistrand method-to examine the potential use of self-directed care financing approaches in the Canadian mental health system. A panel of 16 diverse stakeholders came together 4 times at structured 6-hr meetings to examine the evidence for self-directed care and explore its application in the Canadian context. Telephone interviews with evidence panel members were conducted to assess their perceptions of the group process and outcomes. Our analysis revealed ways that intersecting strand locations might differentially influence the degree of choice and recovery experienced by self-directed care participants. Individualized resource allocation, draining financial resources from ethnically specific services, unevenness in acceptance of the recovery orientation, and paucity of service options in different geographical regions were identified as contexts in which self-directed care policies could promote inequity. However, greater peer involvement in the model's implementation, use of indigenous community supports, purchase of material goods by economically disenfranchised persons, and access to services from ethnically diverse clinicians in the private sector were identified as equity-promoting model features. By couching their analysis at the level of unique socially-situated perspectives, the group developed detailed policy recommendations and insights into both the potential and limitations of self-directed care. The knowledge gained from our project can be used to develop uniquely Canadian self-directed care models tailored to promote recovery through empowerment and self

  1. Peer-assisted learning model enhances clinical clerk's procedural skills.

    Science.gov (United States)

    Huang, Chia-Chang; Hsu, Hui-Chi; Yang, Ling-Yu; Chen, Chen-Huan; Yang, Ying-Ying; Chang, Ching-Chih; Chuang, Chiao-Lin; Lee, Wei-Shin; Lee, Fa-Yauh; Hwang, Shinn-Jang

    2018-05-17

    Failure to transfer procedural skills learned in a laboratory to the bedside is commonly due to a lack of peer support/stimulation. A digital platform (Facebook) allows new clinical clerks to share experiences and tips that help augment their procedural skills in a peer-assisted learning/teaching method. This study aims to investigate the effectiveness of the innovation of using the digital platform to support the transfer of laboratory-trained procedural skills in the clinical units. Volunteer clinical clerks (n = 44) were enrolled into the peer-assisted learning (PAL) group, which was characterized by the peer-assisted learning of procedural skills during their final 3-month clinical clerkship block. Other clerks (n = 51) did not join the procedural skills-specific Facebook group and served as the self-directed learning regular group. The participants in both the PAL and regular groups completed pre- and post-intervention self-assessments for general self-assessed efficiency ratings (GSER) and skills specific self-assessed efficiency ratings (SSSER) for performing vein puncture, intravenous (IV) catheter and nasogastric (NG) tube insertion. Finally, all clerks received the post-intervention 3-station Objective Structured Clinical Skills Examination (OSCE) to test their proficiency for the abovementioned three procedural skills. Higher cumulative numbers of vein punctures, IV catheter insertions and NG tube insertions at the bedside were carried out by the PAL group than the regular group. A greater improvement in GSERs and SSSERs for medical procedures was found in the PAL group than in the regular group. The PAL group obtained higher procedural skills scores in the post-intervention OSCEs than the regular group. Our study suggested that the implementation of a procedural skill-specific digital platform effectively helps clerks to transfer laboratory-trained procedural skills into the clinical units. In comparison with the regular self-directed learning

  2. Integrated Safeguards and Security Management Self-Assessment 2004

    Energy Technology Data Exchange (ETDEWEB)

    Lunford, Dan; Ramsey, Dwayne

    2005-04-01

    In 2002 Ernest Orlando Lawrence Berkeley National Laboratory deployed the first Integrated Safeguards and Security Management (ISSM) Self-Assessment process, designed to measure the effect of the Laboratory's ISSM efforts. This process was recognized by DOE as a best practice and model program for self-assessment and training. In 2004, the second Self-Assessment was launched. The cornerstone of this process was an employee survey that was designed to meet several objectives: (1) Ensure that Laboratory assets are protected. (2) Provide a measurement of the Laboratory's current security status that can be compared against the 2002 Self-Assessment baseline. (3) Educate all Laboratory staff about security responsibilities, tools, and practices. (4) Provide security staff with feedback on the effectiveness of security programs. (5) Provide line management with the information they need to make informed decisions about security. This 2004 Self Assessment process began in July 2004 with every employee receiving an information packet and instructions for completing the ISSM survey. The Laboratory-wide survey contained questions designed to measure awareness and conformance to policy and best practices. The survey response was excellent--90% of Berkeley Lab employees completed the questionnaire. ISSM liaisons from each division followed up on the initial survey results with individual employees to improve awareness and resolve ambiguities uncovered by the questionnaire. As with the 2002 survey, the Self-Assessment produced immediate positive results for the ISSM program and revealed opportunities for longer-term corrective actions. Results of the questionnaire provided information for organizational profiles and an institutional summary. The overall level of security protection and awareness was very high--often above 90%. Post-survey work by the ISSM liaisons and line management consistently led to improved awareness and metrics, as shown by a comparison of

  3. The self assessment at ANGRA 1 NPP in Brazil

    Energy Technology Data Exchange (ETDEWEB)

    Werdine, H Jr [Furnas Centrais Eletricas S.A., Rio de Janeiro (Brazil)

    1997-12-31

    Angra 1 considers the Self-Assessment concept an extremely valuable tool to enhance plant safety and plant performance. A formal guidance procedure to apply this methodology does not exist at our plant and should be developed and implemented as soon as possible. Some portions of this methodology already exist with different names. The root cause analysis of in-house incident reports is a heavy portion of a sound self-assessment approach. International related experience from top performance plants should be used. International meetings, such as this one, should be convened and formal guidance from the IAEA should be written.

  4. The self assessment at ANGRA 1 NPP in Brazil

    International Nuclear Information System (INIS)

    Werdine, H. Jr.

    1996-01-01

    Angra 1 considers the Self-Assessment concept an extremely valuable tool to enhance plant safety and plant performance. A formal guidance procedure to apply this methodology does not exist at our plant and should be developed and implemented as soon as possible. Some portions of this methodology already exist with different names. The root cause analysis of in-house incident reports is a heavy portion of a sound self-assessment approach. International related experience from top performance plants should be used. International meetings, such as this one, should be convened and formal guidance from the IAEA should be written

  5. Self-Assessment at Krsko Nuclear Power Plant

    International Nuclear Information System (INIS)

    Strucic, M.; Kavsek, D.; Novak, J.; Dudas, M.

    2006-01-01

    Self-assessment program in NPP Krsko is based on plant effort to identify areas for improvements, as well as strengths in various processes. The highest level tool of that program is Inter-disciplinary Self-assessment. Extensive experience in methodology from many Peer Reviews worldwide, where NPP Krsko personnel were involved, was essential contributor for successful development and implementation of Inter-disciplinary Self-assessment. Every Inter-disciplinary Self-assessment, performed by experienced NEK people, results in highly efficient and constructive action plan. It is achieved by professional approach and positive attitude of team leader and members. Typical team composition includes members from different NEK departments including their managers. They are experienced in area being assessed, as well as in Cause analysis techniques. People involved in previous Internal or Inter-discipline Self-assessments and international peer reviews are indispensable part of the team and usually team leader is one of them. Inter-disciplinary Self-assessments are planned well in advance and are approved by NEK management board. NEK directors are also involved through sponsorship. Often, they are counterparts in the interviews sessions of assessment. Methodology of carrying out Self-assessment is developed using WANO Peer reviews experience and techniques. Areas for assessment are mostly identified through Corrective action or trending processes, Internal self-assessments or Performance Indicators. Field observations, interviews with workers in the field and their superiors are reason for frequent team meetings. That process is often iterative and results in clear and precise observation reports which are separately analyzed and at the end confirmed by owner of the process. Based on analysis described in observation reports, team defines areas where generic problems are found. Team members are dedicated for particular areas, usually where they are more educated and

  6. Effects of a Self-Directed Nutrition Intervention among Adults with Chronic Health Conditions

    Science.gov (United States)

    Baruth, Meghan; Wilcox, Sara; Jake-Schoffman, Danielle E.; Schlaff, Rebecca A.; Goldufsky, Tatum M.

    2018-01-01

    Chronic diseases are common among adults. A healthy diet may be beneficial for managing the consequences of such conditions. The purpose of this study was to evaluate the effects of a self-directed nutrition program on dietary behaviors among adults with chronic health conditions. As part of a larger trial examining the effects of a self-directed…

  7. Playwright meets career coach : writing dialogues to promote awareness and self-direction

    NARCIS (Netherlands)

    Reinekke Lengelle; dr. Frans Meijers

    2015-01-01

    In this chapter we propose that writing dialogues in creative, expressive, and reflective ways can foster more awareness and self-direction among those who aim to start, build, or rescue their careers. In the first section of the chapter we sketch the societal issues for which narrative counselling

  8. Using Two Different Self-Directed Search (SDS) Interpretive Materials: Implications for Career Assessment

    Science.gov (United States)

    Dozier, V. Casey; Sampson, James P.; Reardon, Robert C.

    2013-01-01

    John Holland's Self-Directed Search (SDS) is a career assessment that consists of several booklets designed to be self-scored and self-administered. It simulates what a practitioner and an individual might do together in a career counseling session (e.g., review preferred activities and occupations; review competencies, abilities and possible…

  9. Children's familiarity preference in self-directed study improves recognition memory

    NARCIS (Netherlands)

    Adams, K.A.; Kachergis, G.E.; Markant, D.; Gunzelmann, G.; Howes, A.; Tenbrink, T.; Davelaar, E.

    2017-01-01

    In both adults and school-age children, volitional control over the presentation of stimuli during study leads to enhanced recognition memory. Yet little is known about how very young learners choose to allocate their time and attention during self-directed study. Using a recognition memory task, we

  10. Costs of injuries due to interpersonal and self-directed violence in Thailand, 2005.

    Science.gov (United States)

    Bundhamcharoen, Kanitta; Odton, Patarapan; Mugem, Suwanna; Phulkerd, Sirinya; Dhisayathikom, Kanjana; Brown, David W; Tangcharoensathien, Viroj

    2008-06-01

    Violence, a serious public health problem in Thailand, remains largely unknown for its economic costs. This study is a national-level economic cost-estimates of injury from interpersonal and self-directed violence for Thailand during 2005 using the World Health Organization-US Centers for Disease Control and Prevention's guidelines. Direct medical costs from self-directed violence totaled 569 million Baht (THB) while the cost of interpersonal violence was THB 1.3 billion. Productivity losses for injuries due to self-directed violence were estimated at THB 12.2 billion and those for interpersonal violence were THB 14.4 billion. The total direct medical cost, thus, accounted for about 4% of Thailand's total health budget while the productivity losses accounted for approximately 0.4% of Thailand s GDP In summary, interpersonal and self-directed violence caused a total loss of 33.8 billion baht for Thailand in 2005. More than 90% of the economic loss was incurred from productivity loss and about four-fifths came from men.

  11. Verification of Accurate Technical Insight: A Prerequisite for Self-Directed Surgical Training

    Science.gov (United States)

    Hu, Yinin; Kim, Helen; Mahmutovic, Adela; Choi, Joanna; Le, Ivy; Rasmussen, Sara

    2015-01-01

    Simulation-based surgical skills training during preclinical education is a persistent challenge due to time constraints of trainees and instructors alike. Self-directed practice is resource-efficient and flexible; however, insight into technical proficiency among trainees is often lacking. The purpose of this study is to prospectively assess the…

  12. Developing Self-Directed Executive Functioning: Recent Findings and Future Directions

    Science.gov (United States)

    Barker, Jane E.; Munakata, Yuko

    2015-01-01

    How do children become increasingly self-directed across development, achieving their goals without help from others? How might such developments be impacted by societal changes in how children spend their time? Children's abilities to achieve their goals are supported by developing executive functions (EFs), cognitive processes that predict…

  13. The Effect of Self-Directed Work Teams on Work Ethic

    Science.gov (United States)

    Lim, Doo Hun; Petty, Gregory; Fontan, Johnny; Yoon, Seung Won

    2008-01-01

    The purpose of this study was to compare work ethic of manufacturing machine operators between a self-directed work team and a traditional work team based on four work ethic subscales and identify differences in work ethic based on six demographic factors. The major findings from the study indicated there were significant differences in the work…

  14. A Self-Assessment Checklist for Undergraduate Students' Argumentative Writing

    Science.gov (United States)

    Nimehchisalem, Vahid; Chye, David Yoong Soon; Jaswant Singh, Sheena Kaur A/P; Zainuddin, Siti Zaidah; Norouzi, Sara; Khalid, Sheren

    2014-01-01

    With a growing emphasis on students' ability to assess their own written works in teaching English as a Second Language (ESL) writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of…

  15. Self-Assessment in Librarianship: Current Practices and Future Possibilities

    Directory of Open Access Journals (Sweden)

    Ania Dymarz

    2015-07-01

    Full Text Available The authors of this qualitative study set out to investigate self-assessment practices within the library profession. The researchers conducted semi-structured interviews with a purposeful sample of nine librarians coming from a range of library settings and possessing a diversity of library experience. Interviews were then transcribed and coded in NVIVO to identify emergent themes. This paper details some of the results of that study, highlighting motivations, limitations, and strategies with regard to self-assessment. The findings present a summary of a range of approaches to the practice of assessment as reported by the interviewees. One area of possible growth for our profession, as highlighted by the findings, is in the development of peer networks as a support for the individual practice of self-assessment. While the results of this small case study cannot be generalized, the authors hope these preliminary findings can open up the conversation around self-assessment both for individual librarians and for those librarians and managers working to shape their workplace culture.

  16. Modelling self-assessed vulnerability to HIV and its associated ...

    African Journals Online (AJOL)

    Background: Globally, individuals' self-assessment of vulnerability to HIV infection is important to maintain safer sexual behaviour and reduce risky behaviours. However, determinants of self-perceived risk of HIV infection are not well documented and differ. We assessed the level of self-perceived vulnerability to HIV ...

  17. Trouble in Paradise: Self-Assessment and the Tao

    Science.gov (United States)

    Pinner, Richard

    2016-01-01

    In this article I outline how and why I have established a self-assessment system for class participation scores in an English-speaking skills course at a Japanese university. I explain how my experience with one particular student, who personally admitted to having abused the system, led me to realize that elements from Yin and Yang have been…

  18. Improving Undergraduates’ Argumentative Group Essay Writing through Self-assessment

    Directory of Open Access Journals (Sweden)

    Yong Mei Fung

    2015-10-01

    Full Text Available When writing an argumentative essay, writers develop and evaluate arguments to embody, initiate, or simulate various kinds of interpersonal and textual interaction for reader consideration (Wu & Allison, 2003. This is quite challenging for English as a second language (ESL learners. To improve the quality of their writing, students need to review their draft throughout the writing process. This study aimed to investigate the effect of self-assessment in group writing and how group work improves students’ writing ability. An intact class comprising 22 first-year undergraduates participated in the study.  Data were collected from pre- and post-treatment writing tests, semi-structured interview and reflection entries. The results revealed that self-assessment has a significant effect on students’ writing performance. Group work also enhanced social and cognitive development of the students. This study provides insights into the use of self-assessment in writing class to develop learner autonomy and improve writing ability. Keywords: Argumentative essay, Self-assessment, Learner autonomy, Group writing, ESL learners

  19. Self-Assessment in Mathematics as Correlate of Performance of ...

    African Journals Online (AJOL)

    This study was conducted to investigate the relationship between students self assessment in Mathematics and academic performance in Senior Secondary School Physics. The research is descriptive and of the survey type as there was no treatment and manipulation of subjects. Instead it involves the use of questionnaire ...

  20. A Team Formation and Project-based Learning Support Service for Social Learning Networks

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Van de Vrie, Evert; Obreza, Matija; Sloep, Peter

    2014-01-01

    The Internet affords new approaches to learning. Geographically dispersed self-directed learners can learn in computer-supported communities, forming social learning networks. However, self-directed learners can suffer from a lack of continuous motivation. And surprisingly, social learning networks

  1. Less-structured time in children's daily lives predicts self-directed executive functioning.

    Science.gov (United States)

    Barker, Jane E; Semenov, Andrei D; Michaelson, Laura; Provan, Lindsay S; Snyder, Hannah R; Munakata, Yuko

    2014-01-01

    Executive functions (EFs) in childhood predict important life outcomes. Thus, there is great interest in attempts to improve EFs early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children's externally-driven executive functioning, where they are instructed on what goal-directed actions to carry out and when. However, it is less clear how children's experiences relate to their development of self-directed executive functioning, where they must determine on their own what goal-directed actions to carry out and when. We hypothesized that time spent in less-structured activities would give children opportunities to practice self-directed executive functioning, and lead to benefits. To investigate this possibility, we collected information from parents about their 6-7 year-old children's daily, annual, and typical schedules. We categorized children's activities as "structured" or "less-structured" based on categorization schemes from prior studies on child leisure time use. We assessed children's self-directed executive functioning using a well-established verbal fluency task, in which children generate members of a category and can decide on their own when to switch from one subcategory to another. The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning. These relationships were robust (holding across increasingly strict classifications of structured and less-structured time) and specific (time use did not predict externally-driven executive functioning). We discuss implications, caveats, and ways in which potential interpretations can be distinguished in future work, to advance an understanding of this fundamental aspect of growing up.

  2. Patient Self-Assessment of Surgical Site Infection is Inaccurate.

    Science.gov (United States)

    Richter, Vered; Cohen, Matan J; Benenson, Shmuel; Almogy, Gideon; Brezis, Mayer

    2017-08-01

    Availability of surgical site infection (SSI) surveillance rates challenges clinicians, healthcare administrators and leaders and the public. The purpose of this report is to demonstrate the consequences patient self-assessment strategies have on SSI reporting rates. We performed SSI surveillance among patients undergoing general surgery procedures, including telephone follow-up 30 days after surgery. Additionally we undertook a separate validation study in which we compared patient self-assessments of SSI with surgeon assessment. Finally, we performed a meta-analysis of similar validation studies of patient self-assessment strategies. There were 22/266 in-hospital SSIs diagnosed (8.3%), and additional 16 cases were detected through the 30-day follow-up. In total, the SSI rate was 16.8% (95% CI 10.1-18.5). In the validation survey, we found patient telephone surveillance to have a sensitivity of 66% (95% CI 40-93%) and a specificity of 90% (95% CI 86-94%). The meta-analysis included five additional studies. The overall sensitivity was 83.3% (95% CI 79-88%), and the overall specificity was 97.4% (95% CI 97-98%). Simulation of the meta-analysis results divulged that when the true infection rate is 1%, reported rates would be 4%; a true rate of 50%, the reported rates would be 43%. Patient self-assessment strategies in order to fulfill 30-day SSI surveillance misestimate SSI rates and lead to an erroneous overall appreciation of inter-institutional variation. Self-assessment strategies overestimate SSIs rate of institutions with high-quality performance and underestimate rates of poor performance. We propose such strategies be abandoned. Alternative strategies of patient follow-up strategies should be evaluated in order to provide valid and reliable information regarding institutional performance in preventing patient harm.

  3. The Role of Digital 3D Scanned Models in Dental Students' Self-Assessments in Preclinical Operative Dentistry.

    Science.gov (United States)

    Lee, Cliff; Kobayashi, Hiro; Lee, Samuel R; Ohyama, Hiroe

    2018-04-01

    The aim of this study was to determine how dental student self-assessment and faculty assessment of operative preparations compared for conventional visual assessment versus assessment of scanned digital 3D models. In 2016, all third-year students in the Class of 2018 (N=35) at Harvard School of Dental Medicine performed preclinical exams of Class II amalgam preparations (C2AP) and Class III composite preparations (C3CP) and completed self-assessment forms; in 2017, all third-year students in the Class of 2019 (N=34) performed the same exams. Afterwards, the prepared typodont teeth were digitally scanned. Students self-assessed their preparations digitally, and four faculty members graded the preparations conventionally and digitally. The results showed that, overall, the students assessed their preparations higher than the faculty assessments. The mean student-faculty gaps for C2AP and C3CP in the conventional assessments were 11% and 5%, respectively. The mean digital student-faculty gap for C2AP and C3CP were 8% and 2%, respectively. In the conventional assessments, preclinical performance was negatively correlated with the student-faculty gap (r=-0.47, pStudents in the bottom quartile significantly improved their self-assessment accuracy using digital self-assessments over conventional assessments (C2AP 10% vs. 17% and C3CP 3% vs. 10%, respectively). These results suggest that digital assessments offered a significant learning opportunity for students to critically self-assess themselves in operative preclinical dentistry. The lower performing students benefitted the most, improving their assessment ability to the level of the rest of the class.

  4. Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program.

    Science.gov (United States)

    Poirier, Therese I; Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

    2017-04-01

    Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.

  5. Self-Directed Learning to Improve Science Content Knowledge for Teachers

    Science.gov (United States)

    van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

    2017-01-01

    Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

  6. Effects of Environmental and Instructional Factors on Student Motivation and Self-Directed Learning

    Science.gov (United States)

    Burkhalter, Anne D.

    2014-01-01

    This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home…

  7. Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

    Science.gov (United States)

    Kazlauskiene, Ausra; Gaucaite, Ramute; Poceviciene, Rasa

    2016-01-01

    Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on…

  8. Learning Medical School Biochemistry Through Self-Directed Case-Oriented Study.

    Science.gov (United States)

    Morley, Colin G. D.; Blumberg, Phyllis

    1987-01-01

    Describes an alternative medical school curriculum for the first two years of preclinical basic science studies. Discusses student and faculty selection for the program. Details the format for teaching biochemistry in the Alternative Curriculum, including program structure, content organization and exams. Evaluates the success of the program. (CW)

  9. Constructive, collaborative, contextual, and self-directed learning in surface anatomy education

    NARCIS (Netherlands)

    Bergman-de Bres, E.M.; Sieben, J.M.; Smailbegovic, I.; Bruin, A. de; Scherpbier, A.J.J.A.; Vleuten, C.P.M. van der

    2013-01-01

    Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially

  10. Play to Learn: Self-Directed Home Language Literacy Acquisition through Online Games

    Science.gov (United States)

    Eisenchlas, Susana A.; Schalley, Andrea C.; Moyes, Gordon

    2016-01-01

    Home language literacy education in Australia has been pursued predominantly through Community Language Schools. At present, some 1,000 of these, attended by over 100,000 school-age children, cater for 69 of the over 300 languages spoken in Australia. Despite good intentions, these schools face a number of challenges. For instance, children may…

  11. Relationships between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

    Science.gov (United States)

    Bartholomew, Scott R.; Reeve, Ed; Veon, Raymond; Goodridge, Wade; Lee, Victor; Nadelson, Louis

    2017-01-01

    Today's students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to…

  12. Pre-Tiger Team Self-Assessment report

    International Nuclear Information System (INIS)

    1991-01-01

    The Sandia National Laboratories Pre-Tiger Team Self-Assessment Report contains an introduction that describes the three sites in Albuquerque, New Mexico, Kauai, Hawaii, and Tonopah, Nevada, and the activities associated therewith. The self-assessment was performed October 1990 through December 1990. The paper discusses key findings and root causes associated with problem areas; environmental protection assessment with respect to the Clean Air Act, Clean Water Act, Comprehensive Environmental Response, Compensation, and Liability Act and the Superfund amendments, Resource Conservation and Recovery Act; and other regulatory documents; safety and health assessment with respect to organization administration, quality assurance, maintenance, training, emergency preparedness, nuclear criticality safety, security/safety interface, transportation, radiation protection, occupational safety, and associated regulations; and management practices assessment. 5 figs

  13. A Self-assessment Checklist for Undergraduate Students’ Argumentative Writing

    Directory of Open Access Journals (Sweden)

    Vahid Nimehchisalem

    2014-02-01

    Full Text Available With a growing emphasis on students’ ability to assess their own written works in teaching English as a Second Language (ESL writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of checklists that guide the learners in assessing their own writing. In this study, a self-assessment checklist was developed for undergraduate students in an ESL context to help them with their argumentative essays. This paper presents the related literature and theories, based on which the checklist was developed. The checklist is described and its potential theoretical and practical implications in ESL writing classes are discussed. Further research is necessary to refine the checklist through focus group studies with lecturers and students.

  14. The Association of Multiple Identities with Self-directed Violence and Depression among Transgender Individuals

    Science.gov (United States)

    Lytle, Megan C.; Blosnich, John R.; Kamen, Charles

    2016-01-01

    Transgender individuals have a high prevalence of self-directed violence; however, there is scant literature focusing on their unique experiences. This study examined the differences in self-harm, suicidal ideation, suicide attempt, and depression based on racial/ethnic identity and sexual orientation among transgender individuals. Data were gathered from the Fall 2008 and Spring 2009 National College Health Assessment. Across racial/ethnic identities, greater proportions of transgender students endorse self-directed violence than their cisgender peers. Among transgender individuals, sexual minorities were more likely to report suicidal ideation than their heterosexual peers, and racial/ethnic minorities had higher odds of attempting suicide than non-Hispanic white individuals. PMID:26916366

  15. The effect of self-directed virtual reality simulation on dissection training performance in mastoidectomy

    DEFF Research Database (Denmark)

    Andersen, Steven Arild Wuyts; Foghsgaard, Søren; Konge, Lars

    2016-01-01

    OBJECTIVES/HYPOTHESIS: To establish the effect of self-directed virtual reality (VR) simulation training on cadaveric dissection training performance in mastoidectomy and the transferability of skills acquired in VR simulation training to the cadaveric dissection training setting. STUDY DESIGN......: Prospective study. METHODS: Two cohorts of 20 novice otorhinolaryngology residents received either self-directed VR simulation training before cadaveric dissection training or vice versa. Cadaveric and VR simulation performances were assessed using final-product analysis with three blinded expert raters....... RESULTS: The group receiving VR simulation training before cadaveric dissection had a mean final-product score of 14.9 (95 % confidence interval [CI] [12.9-16.9]) compared with 9.8 (95% CI [8.4-11.1]) in the group not receiving VR simulation training before cadaveric dissection. This 52% increase...

  16. [The benefit of self-assessment in rehabilitation].

    Science.gov (United States)

    Belhelal, Djamila; Garcia, Marie-Line; Velay, Anne-Sophie

    2015-01-01

    The clinical stabilisation of the patient is a phase which is favourable for carrying out self-assessment to help them determine their resources. Adapted assessment scales are useful tools. On the basis of these, an initial care project is put in place which takes shape as and when the assessments are carried out. Ensuring the patient follows a therapeutic education programme aims particularly at improving their knowledge of their health. Copyright © 2015. Published by Elsevier Masson SAS.

  17. What am I capable? Self-Assessment of Basic Competences

    OpenAIRE

    Antonia Ramírez García; Carmen Corpas Reina; María Isabel Amor Almedina; Rocío Serrano Rodríguez

    2014-01-01

    The aims of this research are focus in evaluate linguistic communication and mathematics competences of students in sixth grade of primary education from their perception, and to develop a valid and reliable questionnaire in order to perform a self-assessment. The methodology has quantitative, descriptive and correlational character. In this research 1424 students from 46 schools in Cordova and its province participated. The results show that variables such as gender, age, number of siblings ...

  18. Introducing the Skills of Self-assessment and Peer Feedback

    Directory of Open Access Journals (Sweden)

    Rania K. Jabr

    2011-03-01

    Full Text Available The object of our teaching should not simply be to introduce our students to a foreign language, but it should be to enable them to perform well when we teachers are no longer there to support them. This means we need to teach them to be autonomous, and one way to succeed in this challenging task is to train them in the “skill” of self-assessment (Harris, 1997 and how to benefit from peer interaction.

  19. How and when will self-assessment improve maintenance of CANDU plants - evaluator's view

    Energy Technology Data Exchange (ETDEWEB)

    Mika, K. [Ontario Hydro. Bruce Nuclear Station. Tiverton, ON (Canada)

    1997-07-01

    Learning organizations use self-evaluation programs to compare their actual performance with their management's expectations and industry standards. In general, self-evaluations identify areas needing improvement. Self-evaluation activities in maintenance departments include self-assessments, management monitoring observations, root cause analyses, event investigations, benchmarking, use of operating experience, self-checking, and problem reporting systems. In Ontario Hydro Nuclear (OHN) we have used almost all forms of self-evaluation with mixed success. However, we did not use self-assessments. With emphasis on excellent maintenance this powerful form of self-evaluation is being introduced to all our plants. Because of its recency and relative inexperience with it, this paper is focused on self-assessment. The paper provides the author's perspective on how a self-assessment program would be evaluated by an independent internal evaluation and what attributes should be in place in order for maintenance departments to succeed in the implementation and successful continuation of the program. (author)

  20. Competencies development and self-assessment in maintenance management e-training

    Science.gov (United States)

    Papathanassiou, Nikos; Pistofidis, Petros; Emmanouilidis, Christos

    2013-10-01

    The maintenance management function requires staff to possess a truly multidisciplinary set of skills. This includes competencies from engineering and information technology to health and safety, management and finance, while also taking into account the normative and legislative issues. This body of knowledge is rarely readily available within a single university course. The potential of e-learning in this field is significant, as it is a flexible and less costly alternative to conventional training. Furthermore, trainees can follow their own pace, as their available time is often a commodity. This article discusses the development of tools to support competencies development and self-assessment in maintenance management. Based on requirements arising from professional bodies' guidelines and a user survey, the developed tools implement a dedicated maintenance management training curriculum. The results from pilot testing on academic and industrial user groups are discussed and user evaluations are linked with specific e-learning design issues.

  1. Self-assessment of professionalism in physical therapy education.

    Science.gov (United States)

    Anderson, Deborah K; Irwin, Kent E

    2013-01-01

    With the physical therapy (PT) professions' advancement to the clinical doctorate degree and the promotion of autonomous practice, exemplary professional conduct is an expectation of the PT profession. PT education programs are being challenged to develop methods to teach and assess professional behavior. Forty-three PT students (11 male and 32 female, ages 20-28 years) completed the APTA Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after their first 3 week clinical experience and again after their final clinical experience. A mixed design ANOVA compared participants' total scores and individual Core Value scores on the Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after 3 and 33 weeks of clinical education. The effects of gender, age, and undergraduate area of study on growth in professionalism scores were also investigated. Total PPTCVSA scores and individual Core Value scores on professionalism (accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility) were higher after 33 weeks compared to scores after 3 weeks of clinical education. Female student's total professionalism scores were higher than male student's scores on both the first and second self-assessments. In addition, female students scored themselves higher than their male peers on accountability, excellence, integrity, and professional duty. Improved scores on the PPTCVSA indicate that physical therapy education is playing an important role in the development of professional behavior, knowledge, and application in practice.

  2. Los Alamos National Laboratory 1995 self assessment report

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-06-30

    The Los Alamos National Laboratory (LANL) Safeguards and Security (S and S) Assurance Program (AP) is designed to ensure the adequacy and effectiveness of the LANL S and S program. The Assurance Program provides a mechanism for discovering deficiencies, determining causes, conducting risk assessments, implementing corrective actions, and documenting the assessment process. Selection of organizations for self assessments is based on the criteria established in the LANL S and S Assurance Program. For FY 1995, 12 organizations were selected for self assessments, these organizations are identified fin the schedule at Appendix A. The S and S topical areas selected for review in each organization varied depending on their security interests and included: Program Planning and Management (PPM); Protection Program Operations (PPO); Material Control and Accountability (MC and A); Computer and Communications Security (COMPSEC and COMSEC); Information Security (INFOSEC); Personnel Security (PERSEC); and Operational Security (OPSEC). The objective was to ascertain the effectiveness of S and S programs in each organization, its formality of operations, and its integration with the overall Laboratory S and S program. The goal was to meet both the DOE self-assessment requirements and the UC performance criteria and document the results.

  3. Los Alamos National Laboratory 1995 self assessment report

    International Nuclear Information System (INIS)

    1995-01-01

    The Los Alamos National Laboratory (LANL) Safeguards and Security (S and S) Assurance Program (AP) is designed to ensure the adequacy and effectiveness of the LANL S and S program. The Assurance Program provides a mechanism for discovering deficiencies, determining causes, conducting risk assessments, implementing corrective actions, and documenting the assessment process. Selection of organizations for self assessments is based on the criteria established in the LANL S and S Assurance Program. For FY 1995, 12 organizations were selected for self assessments, these organizations are identified fin the schedule at Appendix A. The S and S topical areas selected for review in each organization varied depending on their security interests and included: Program Planning and Management (PPM); Protection Program Operations (PPO); Material Control and Accountability (MC and A); Computer and Communications Security (COMPSEC and COMSEC); Information Security (INFOSEC); Personnel Security (PERSEC); and Operational Security (OPSEC). The objective was to ascertain the effectiveness of S and S programs in each organization, its formality of operations, and its integration with the overall Laboratory S and S program. The goal was to meet both the DOE self-assessment requirements and the UC performance criteria and document the results

  4. Self-directed therapy programmes for arm rehabilitation after stroke: a systematic review.

    Science.gov (United States)

    Da-Silva, Ruth H; Moore, Sarah A; Price, Christopher I

    2018-05-01

    To investigate the effectiveness of self-directed arm interventions in adult stroke survivors. A systematic review of Medline, EMBASE, CINAHL, SCOPUS and IEEE Xplore up to February 2018 was carried out. Studies of stroke arm interventions were included where more than 50% of the time spent in therapy was initiated and carried out by the participant. Quality of the evidence was assessed using the Cochrane risk of bias tool. A total of 40 studies ( n = 1172 participants) were included (19 randomized controlled trials (RCTs) and 21 before-after studies). Studies were grouped according to no technology or the main additional technology used (no technology n = 5; interactive gaming n = 6; electrical stimulation n = 11; constraint-induced movement therapy n = 6; robotic and dynamic orthotic devices n = 8; mirror therapy n = 1; telerehabilitation n = 2; wearable devices n = 1). A beneficial effect on arm function was found for self-directed interventions using constraint-induced movement therapy ( n = 105; standardized mean difference (SMD) 0.39, 95% confidence interval (CI) -0.00 to 0.78) and electrical stimulation ( n = 94; SMD 0.50, 95% CI 0.08-0.91). Constraint-induced movement therapy and therapy programmes without technology improved independence in activities of daily living. Sensitivity analysis demonstrated arm function benefit for patients >12 months poststroke ( n = 145; SMD 0.52, 95% CI 0.21-0.82) but not at 0-3, 3-6 or 6-12 months. Self-directed interventions can enhance arm recovery after stroke but the effect varies according to the approach used and timing. There were benefits identified from self-directed delivery of constraint-induced movement therapy, electrical stimulation and therapy programmes that increase practice without using additional technology.

  5. Are self-directed work teams successful and effective tools for today`s organization?

    Energy Technology Data Exchange (ETDEWEB)

    Arnwine, A.D.

    1995-03-01

    The purpose of this research is to (1) show the effectiveness and success of self-directed work teams within the organization, (2) emphasize the importance of team building in the success of the team, and (3) assist organizations in building self-directed work teams. The researcher used a direct survey and studied the following team building techniques: (1) Is the team`s mission clearly defined to each team member? (2) Are the goals clearly defined and achievable by all team members? (3) Will empowerment (decision-making power) be given equally to all team members? (4) Will open and honest communication be allowed among team members? (5) Will each team member be respected and valued for his/her position on the team? (6) Are self-directed work teams effectively rewarded for accomplishments? (7) Have team members received adequate training to effectively complete their job tasks? Upon completion of the literature review and statistical data, and after analyzing the seven areas of team building techniques, it was determined three of the four teams were successful and effective. The only area of concern to the organization is that the participants felt they did not have true ownership of their teams; that is, team members were not given full empowerment. According to this study and the review of literature, full empowerment must be given to achieve successful and effective teams. If true empowerment is not given, the team will suffer in other areas of team building, and the organization will lose a valuable tool.

  6. Self-assessment versus self-grading – approaches to the education of self-regulated teachers

    Directory of Open Access Journals (Sweden)

    Elizabete Aparecida Garcia Ribeiro

    2014-06-01

    Full Text Available The development of teacher skills estimates actions which provides more responsibility and autonomy towards learning. One of these actions is to promote self-assessment activities, contributing to better awareness of one’s own learning and planning of interventions. This study focused on determining the potential for self-regulation of learning in self-assessment practices carried out in an undergraduate Pedagogy course. The research is qualitative, using the case study technique. Fifty-six students from the final year of the course at a public university in Paraná participated in the study. Information from questionnaires and interviews was submitted for content analysis, revealing that most participants were aware of the purposes of self-assessment, but they were found to be conducting self-grading activities, which consists on grading one’s own work in order to calculate a grade point average. The practices performed in the course do not encourage the development of self-regulatory skills.

  7. Guidelines for Self-assessment of Research Reactor Safety

    International Nuclear Information System (INIS)

    2018-01-01

    Self-assessment is an organization’s internal process to review its current status, processes and performance against predefined criteria and thereby to provide key elements for the organization’s continual development and improvement. Self-assessment helps the organization to think through what it is expected to do, how it is performing in relation to these expectations, and what it needs to do to improve performance, fulfil the expectations and achieve better compliance with the predefined criteria. This publication provides guidelines for a research reactor operating organization to perform a self-assessment of the safety management and the safety of the facility and to identify gaps between the current situation and the IAEA safety requirements for research reactors. These guidelines also provide a methodology for Member States, regulatory bodies and operating organizations to perform a self-assessment of their application of the provisions of the Code of Conduct on the Safety of Research Reactors. This publication also addresses planning, implementation and follow-up of actions to enhance safety and strengthen application of the Code. The guidelines are applicable to all types of research reactor and critical and subcritical assemblies, at all stages in their lifetimes, and to States, regulatory bodies and operating organizations throughout all phases of research reactor programmes. Research reactor operating organizations can use these guidelines at any time to support self-assessments conducted in accordance with the organization’s integrated management system. These guidelines also serve as a tool for an organization to prepare to receive an IAEA Integrated Safety Assessment of Research Reactors (INSARR) mission. An important result of this is the opportunity for an operating organization to identify focus areas and make safety improvements in advance of an INSARR mission, thereby increasing the effectiveness of the mission and efficiency of the

  8. Self-assessment on nuclear power plants operational experience feedback process

    International Nuclear Information System (INIS)

    Li Hongtao; Ding Ying

    2005-01-01

    This paper introduces the purpose and function of self-assessment conducted by the responsible organizations of nuclear power plants, and describes the methods and requirements of self-assessment on operational experience feedback process to give a example. (authors)

  9. Malaysian Tertiary Level ESL Students’ Perceptions toward Teacher Feedback, Peer Feedback and Self-assessment in their Writing

    Directory of Open Access Journals (Sweden)

    Kayatri Vasu

    2016-09-01

    Full Text Available In Malaysia, teacher feedback is highly preferred by students, who often believe that teachers know best. Teacher feedback shows them their teacher’s idea of an ideal writing. However, excessive dependence on teachers adds to their workload. Therefore, teachers are increasingly promoting two other alternative methods that are gradually gaining importance. These methods are peer feedback and self-assessment. This study investigates ESL students’ perceptions toward teacher feedback, peer feedback and self-assessment in students’ writing process. Questionnaires, adapted from the instruments in the literature, were administered to 107 randomly selected students in a private local university in Malaysia. Students found feedback given to the content and organization of their writing more useful than feedback provided for their vocabulary and grammar. It was also found that students perceived feedback from teacher, peers and self-assessment all as highly useful. Additionally the results indicated while there was no significant difference (p > .05 between the students’ perceptions toward teacher feedback and self-assessment, they were both perceived as significantly more useful (p < .001 than peer feedback. The students also perceived explicit feedback as significantly more useful (p < .001 than implicit feedback. The results of this study have implications for English language learning-teaching practitioners and researchers. They shed light on the options preferred by students in revising their writing in ESL writing classrooms. Future research on the effects of teacher feedback, peer feedback and self-assessment on students’ writing performance will provide better insight on the preferred methods in ESL writing classrooms in similar settings.

  10. Integrating Public Health and Health Promotion Practice in the Medical Curriculum: A Self-Directed Team-Based Project Approach

    Directory of Open Access Journals (Sweden)

    Geraldine Kershaw

    2017-08-01

    Full Text Available Preparing health professionals in health promotion (HP and disease prevention is essential for improvement of population health, community HP, and better health care for individuals. The aim of this article is to describe an HP project in the form of a major self-directed project-based learning task integrated within the curriculum in the second year of the medical degree program at United Arab Emirates University. The project introduces students to public health and HP practice and develops students’ literature searching, writing, presentation skills, and team work. Students learn the principles underlying behavioral change, and the design of HP programs and materials, through a lecture format. Small groups of students each choose a specific health topic for their project. Over 11 weeks, students obtain information about their topic from appropriate sources (library, PubMed, Google Scholar, credible health sources such as World Health Organization. Using the principles learned in the lectures, they develop appropriate materials for their target audience: for example, posters, a pamphlet, social media content, or a video or radio message. Students seek advice from specialist faculty as needed. In week 12, each team presents their project background, rationale, and materials to their colleagues in a seminar format open to all faculty. They then submit the materials they developed for assessment. Group marks are assigned for presentations and materials. Key concepts are assessed by multiple choice questions in comprehensive course examinations. By participation in the HP project, many students develop a solid background in prevention. The information retrieval, writing, and presentation skills, as well as experience of team work, are valuable both for the remaining years of their training and their future careers.

  11. From Self-Assessment to Frustration, A Small Step Towards Autonomy in Robotic Navigation.

    Directory of Open Access Journals (Sweden)

    Adrien eJauffret

    2013-10-01

    Full Text Available Autonomy and self-improvement capabilities are still challenging in the fields of robotics and machine learning. Allowing a robot to autonomously navigate in wide and unknown environments not only requires a repertoire of robust strategies to cope with miscellaneous situations, but also needs mechanisms of self-assessment for guiding learning and for monitoring strategies. Monitoring strategies requires feedbacks on the behavior’s quality, from a given fitness system in order to take correct decisions.In this work, we focus on how a second-order controller can be used to (1 manage behaviors according to the situation and (2 seek for human interactions to improve skills. Following an incremental and constructivist approach, we present a generic neural architecture, based on an online novelty detection algorithm that may be able to self-evaluate any sensory-motor strategies. This architecture learns contingencies between sensations and actions, giving the expected sensation from the previous perception. Prediction error, coming from surprising events, provides a measure of the quality of the underlying sensory-motor contingencies. We show how a simple second-order controller (emotional system based on the prediction progress allows the system to regulate its behavior to solve complex navigation tasks and also succeeds in asking for help if it detects dead-lock situations.We propose that this model could be a key structure toward self-assessment and autonomy. We made several experiments that can account for such properties for two different strategies (road following and place cells based navigation in different situations.

  12. Self-assessment and readiness for change in dysphonic patients.

    Science.gov (United States)

    Lopes, Leonardo Wanderley; Vilela, Eveline Gonçalves

    2016-07-04

    To examine whether there is an association between vocal self-assessment and readiness for change in dysphonic patients. 151 patients with vocal complaints and diagnosis of dysphonia, between 18 and 65 years of age, 47 men and 104 women treated at the voice clinic of a public institution participated in the study. Four self-assessment instruments were applied, including the Voice-Related Quality of Life (V-RQOL), the Voice Handicap Index (VHI) and the Voice Symptom Scale (VoiSS), and the use of URICA-VOICE instrument to verify the patients stage of readiness for change. All instruments were applied immediately before the start of vocal therapy. The variables were correlated and compared using inferential statistics. Most patients were in the contemplation stage (76.2%, n = 115), 22 (14.6%) were in the pre-contemplation stage and 14 (9.3%) in the action stage. There was a negative correlation between the score in URICA-VOICE and the socio-emotional domain and total score V-RQOL. There was a positive correlation between the score URICA-VOICE and full social, emotional and functional VHI, as well as between the score URICA-VOICE and full fields, limitation and emotional VoiSS. Only the social-emotional domain V-RQOL and emotional in VoiSS values showed statistically significant differences between the motivational stages. There is association between vocal self-assessment and readiness for change in dysphonic patients. Patients with major impact on quality of life in voice in V-RQOL and higher frequency of vocal symptoms mentioned in the VoiSS show greater readiness for change.

  13. Self-assessment as an approach to improvement of efficient implementation of Ukrainian NPP operational experience

    International Nuclear Information System (INIS)

    Pecheritsya, L.M.; Lyigots'kij, O.Yi.; Pecheritsya, O.V.; Tarasenko, V.M.

    2012-01-01

    the paper contains a brief description of the procedure for implementation of operational experience, focuses on the role of self -assessment in efficient use of operational experience, presents a review of international and national practices of self-assessment and review of the main features, issues and ways to improve self-assessment of efficient use of operational experience in Ukraine

  14. Validity of self-assessment of pubertal maturation

    DEFF Research Database (Denmark)

    Rasmussen, Anna; Wohlfahrt-Veje, Christine; Tefre de Renzy-Martin, Katrine

    2015-01-01

    BACKGROUND AND OBJECTIVES: Studies of adolescents often use self-assessment of pubertal maturation, the reliability of which has shown conflicting results. We aimed to examine the reliability of child and parent assessments of healthy boys and girls. METHODS: A total of 898 children (418 girls, 480...... overestimated older than their peers who made correct assessments. Girls and their parents tended to underestimate, whereas boys overestimated their pubertal stage. CONCLUSIONS: Pubertal assessment by the child or the parents is not a reliable measure of exact pubertal staging and should be augmented...

  15. Incorrect Weighting of Absolute Performance in Self-Assessment

    Science.gov (United States)

    Jeffrey, Scott A.; Cozzarin, Brian

    Students spend much of their life in an attempt to assess their aptitude for numerous tasks. For example, they expend a great deal of effort to determine their academic standing given a distribution of grades. This research finds that students use their absolute performance, or percentage correct as a yardstick for their self-assessment, even when relative standing is much more informative. An experiment shows that this reliance on absolute performance for self-evaluation causes a misallocation of time and financial resources. Reasons for this inappropriate responsiveness to absolute performance are explored.

  16. Optimization of Control Self Assessment Application to Minimize Fraud

    Directory of Open Access Journals (Sweden)

    Wendy Endrianto

    2016-05-01

    Full Text Available This article discussed a method that can be done by a company to minimize fraud action by applying Control Self Assessment (CSA. The study was conducted by studying literature on the topics discussed that were presented descriptively in a systematic manner through the review one by one from the initial problem to solve the problem. It can be concluded that CSA is one form of auditing practices that emphasizes anticipatory action (preventive of the act of detection (detective that the concept of modern internal audit which is carried more precise in application. It is one alternative that is most efficient and effective in reducing fraud.

  17. Proposing an Environmental Excellence Self-Assessment Model

    DEFF Research Database (Denmark)

    Meulengracht Jensen, Peter; Johansen, John; Wæhrens, Brian Vejrum

    2013-01-01

    that the EEA model can be used in global organizations to differentiate environmental efforts depending on the maturity stage of the individual sites. Furthermore, the model can be used to support the decision-making process regarding when organizations should embark on more complex environmental efforts......This paper presents an Environmental Excellence Self-Assessment (EEA) model based on the structure of the European Foundation of Quality Management Business Excellence Framework. Four theoretical scenarios for deploying the model are presented as well as managerial implications, suggesting...

  18. Correlation of self-assessment with attendance in an evidence-based medicine course.

    Science.gov (United States)

    Ramirez, Beatriz U

    2015-12-01

    In previous studies, correlations between attendance and grades in lectures have given variable results and, when statistically significant, the correlation has been weak. In some studies, a sex effect has been reported. Lectures are a teacher-centered learning activity. Therefore, it appeared interesting to evaluate if a stronger correlation between attendance and grades would occur in a face-to-face "evidence-based medicine" course with few lectures and more time dedicated to active learning methods. Small-group work and peer learning were used to foster deep learning and to engage students in their own learning process. Most of the time, students worked in small groups solving contextualized problems and critically analyzing the quality of published medical literature. Peer learning was also developed in collaborative evaluations, and constant feedback was provided. Therefore, it was hypothesized that high attenders would develop a higher self-perception of learning and obtain higher marks than low attenders. Student self-perceptions of their capacity to apply evidence-based medicine were measured by the application of an online self-assessment survey, and objective learning was measured as the grades obtained in a final accumulative individual test. It was found that male students obtained higher grades and were more confident in their achievements than their female peers, despite male and female student attendance being similar. In addition, attendance was correlated with the perceived capacity to apply evidence-based medicine only in male students and was not correlated with academic outcome. Copyright © 2015 The American Physiological Society.

  19. How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study

    NARCIS (Netherlands)

    Sagasser, M.H.; Kramer, A.W.M.; Vleuten, C.P.M. van der

    2012-01-01

    ABSTRACT: BACKGROUND: Self-regulation is essential for professional development. It involves monitoring of performance, identifying domains for improvement, undertaking learning activities, applying newly learned knowledge and skills and self-assessing performance. Since self-assessment alone is

  20. Establishing Self-Assessment Mechanisms and Capacities (INIR Approach)

    International Nuclear Information System (INIS)

    2010-08-01

    The Regional National Nuclear Power Infrastructure Evaluation Workshop on Establishing Self-Assessment Mechanisms and Capacities (INIR Approach) Covers Milestones 1 and 2, which can be carried out at any point to review progress and addresses each of the 19 infrastructure issues. For each condition, identifies the evidence that will show it has been met and Seek to avoid duplication as much as possible. The following elements should be contained in an Evaluation Report, as a minimum: Identification of the “Evaluators' Team” by position/role; Identification of the “Team of Respondents”; A description of the process used to conduct the evaluation; Lists of the evidence reviewed and further actions required; Summary of conclusions giving the status of achievement of each condition; References to any relevant material used for conducting the evaluation and Confidentiality requirements. Main Steps for a Complete Self-Assessment include- Organization and management, Evaluate the status of development of the infrastructure against the basis listed in the Roadmap / White Paper / Milestone Document, Identify synergies between all Organizations involved, Identify areas needing further attention, Preparing an action plan to address these areas and If needed, identify IAEA / Multilateral / Bilateral supports. Evaluation steps include Determine the scope and terms of reference, strongly recommended that all 19 issues are covered, Identify the organizations to be involved, the individuals who will conduct the evaluation; Evaluate the status of the infrastructure against the basis listed

  1. Characterization and improvement of the nuclear safety culture through self-assessment

    International Nuclear Information System (INIS)

    Levin, H.A.; McGehee, R.B.; Cottle, W.T.

    1996-01-01

    Organizational culture has a powerful influence on overall corporate performance. The ability to sustain superior results in ensuring the public's health and safety is predicated on an organization's deeply embedded values and behavioral norms and how these affect the ability to change and seek continuous improvement. The nuclear industry is developing increased recognition of the relationship of culture to nuclear safety performance as a critical element of corporate strategy. This paper describes a self-assessment methodology designed to characterize and improve the nuclear safety culture, including processes for addressing employee concerns. This methodology has been successfully applied on more than 30 occasions in the last several years, resulting in measurable improvements in safety performance and quality and employee motivation, productivity, and morale. Benefits and lessons learned are also presented

  2. Self-assessment of the competences in occupational medicine as an instrument for improving postgraduate training.

    Science.gov (United States)

    Boczkowski, A

    2000-01-01

    The main goal of the postgraduate training in occupational medicine is to make already experienced students develop appropriate competences to deal with health problems existing and emerging in the realities of different spheres of occupational health. The task requires checking on and evaluation of the students' learning process and its results. Thirteen types of competence transmitted to the students were made the points of reference in a special self-assessment questionnaire. The respondents were asked to assess the contribution of particular lectures and seminars to the acquirement or improvement of each type of competence. The results obtained in a group of students suggest that some modifications and improvements in the educational objectives and programmes should be introduced.

  3. Accuracy of young male drivers’ self-assessments of driving skill

    DEFF Research Database (Denmark)

    Martinussen, Laila Marianne; Møller, Mette; Prato, Carlo Giacomo

    2017-01-01

    Accurate self-assessment of skill is important because it creates an appropriate level of confidence and hence behaviour. Inaccurate self-assessment of driving ability has been linked to reckless driving and accidents. Inaccurate self-assessment of driving skills may be a contributing factor...... to the over-representation of young male drivers in accident statistics. Most previous research on self-assessment of driving skills did not compare self-reported skills to objectively measured driving skills, so the aims of this study were: (1) to test the accuracy of young male drivers’ self......-assessments of specific driving skills by comparing them with performance in a driving simulator; (2) to test whether self-assessment accuracy varied with driving skill, driving experience and sensation-seeking propensity. We found that young male drivers’ self-assessments were inconsistent with their driving performance...

  4. In-class didactic versus self-directed teaching of the probe-based confocal laser endomicroscopy (pCLE) criteria for Barrett's esophagus.

    Science.gov (United States)

    Rzouq, Fadi; Vennalaganti, Prashanth; Pakseresht, Kavous; Kanakadandi, Vijay; Parasa, Sravanthi; Mathur, Sharad C; Alsop, Benjamin R; Hornung, Benjamin; Gupta, Neil; Sharma, Prateek

    2016-02-01

    Optimal teaching methods for disease recognition using probe-based confocal laser endomicroscopy (pCLE) have not been developed. Our aim was to compare in-class didactic teaching vs. self-directed teaching of Barrett's neoplasia diagnosis using pCLE. This randomized controlled trial was conducted at a tertiary academic center. Study participants with no prior pCLE experience were randomized to in-class didactic (group 1) or self-directed teaching groups (group 2). For group 1, an expert conducted a classroom teaching session using standardized educational material. Participants in group 2 were provided with the same material on an audio PowerPoint. After initial training, all participants graded an initial set of 20 pCLE videos and reviewed correct responses with the expert (group 1) or on audio PowerPoint (group 2). Finally, all participants completed interpretations of a further 40 videos. Eighteen trainees (8 medical students, 10 gastroenterology trainees) participated in the study. Overall diagnostic accuracy for neoplasia prediction by pCLE was 77 % (95 % confidence interval [CI] 74.0 % - 79.2 %); of predictions made with high confidence (53 %), the accuracy was 85 % (95 %CI 81.8 % - 87.8 %). The overall accuracy and interobserver agreement was significantly higher in group 1 than in group 2 for all predictions (80.4 % vs. 73 %; P = 0.005) and for high confidence predictions (90 % vs. 80 %; P didactic teaching enables significantly better recognition of the pCLE features of Barrett's esophagus than self-directed teaching. The in-class didactic group had a shorter learning curve and were able to achieve 90 % accuracy for their high confidence predictions. © Georg Thieme Verlag KG Stuttgart · New York.

  5. Nuclear regulatory review of licensee self-assessment (LSA)

    International Nuclear Information System (INIS)

    2003-01-01

    Licensee self-assessment (LSA) by nuclear power plant operators is described as all the activities that a licensee performs in order to identify opportunities for improvements. An LSA is part of an organisation's holistic management system, which must include other process elements. Particularly important elements are: a process for choosing which identified potential improvements should be implemented and a process of project management for implementing the improvements chosen. Nuclear regulators expect the licensee to run an effective LSA programme, which reflects the licensee's 'priority to safety'. Based on contributions from members of the NEA Committee on Nuclear Regulatory Activities (CNRA), this publication provides an overview of the current regulatory philosophy on and approaches to LSA as performed by licensees. The publication's intended audience is primarily nuclear safety regulators, but government authorities, nuclear power plant operators and the general public may also be interested. (author)

  6. Self-Directed Gambling Changes: Trajectory of Problem Gambling Severity in Absence of Treatment.

    Science.gov (United States)

    Kushnir, Vladyslav; Godinho, Alexandra; Hodgins, David C; Hendershot, Christian S; Cunningham, John A

    2018-03-27

    Most problem gamblers do not seek formal treatment, recovering on their own through cognitive re-appraisal or self-help strategies. Although barriers to treatment have been extensively studied, there is a paucity of research on self-directed changes in problem gambling and very few studies have examined these changes prospectively. The aim of this study was to examine the trajectory of gambling severity and behavior change over an 18-month period, among a sample of non-treatment seeking/attending problem gamblers recruited from the community (N = 204) interested in quitting or reducing gambling. Separate mixed effects models revealed that in absence of formal treatment, significant reductions in gambling severity, frequency, and amount gambled could be observed over the course of a 6 to 9-month period and that changes experienced within the first 12 months were maintained for an extended 6 months. Problem gambling severity at baseline was significantly associated with changes in severity over time, such that participants with more severe gambling problems demonstrated greater reductions in their gambling severity over time. A total of 11.1% of participants gambled within a low-risk threshold at 18 months, although 28.7% of the sample reported consecutive gambling severity scores below problem levels for the duration of 1 year or longer. The findings suggest that among problem gamblers motivated to quit or reduce their gambling, significant self-directed changes in gambling severity can occur over a relatively short time. Additional prospective studies are needed to document the role of specific self-help tools or thought processes in exacting gambling changes.

  7. A pilot study of orthopaedic resident self-assessment using a milestones' survey just prior to milestones implementation.

    Science.gov (United States)

    Bradley, Kendall E; Andolsek, Kathryn M

    2016-01-11

    To pilot test if Orthopaedic Surgery residents could self-assess their performance using newly created milestones, as defined by the Accreditation Council on Graduate Medical Education. In June 2012, an email was sent to Program Directors and administrative coordinators of the 154 accredited Orthopaedic Surgery Programs, asking them to send their residents a link to an online survey. The survey was adapted from the Orthopaedic Surgery Milestone Project. Completed surveys were aggregated in an anonymous, confidential database. SAS 9.3 was used to perform the analyses. Responses from 71 residents were analyzed. First and second year residents indicated through self-assessment that they had substantially achieved Level 1 and Level 2 milestones. Third year residents reported they had substantially achieved 30/41, and fourth year residents, all Level 3 milestones. Fifth year, graduating residents, reported they had substantially achieved 17 Level 4 milestones, and were extremely close on another 15. No milestone was rated at Level 5, the maximum possible. Earlier in training, Patient Care and Medical Knowledge milestones were rated lower than the milestones reflecting the other four competencies of Practice Based Learning and Improvement, Systems Based Practice, Professionalism, and Interpersonal Communication. The gap was closed by the fourth year. Residents were able to successfully self-assess using the 41 Orthopaedic Surgery milestones. Respondents' rate improved proficiency over time. Graduating residents report they have substantially, or close to substantially, achieved all Level 4 milestones. Milestone self-assessment may be a useful tool as one component of a program's overall performance assessment strategy.

  8. A pilot study of orthopaedic resident self-assessment using a milestones’ survey just prior to milestones implementation

    Science.gov (United States)

    Bradley, Kendall E.

    2016-01-01

    Objectives To pilot test if Orthopaedic Surgery residents could self-assess their performance using newly created milestones, as defined by the Accreditation Council on Graduate Medical Education.  Methods In June 2012, an email was sent to Program Directors and administrative coordinators of the154 accredited Orthopaedic Surgery Programs, asking them to send their residents a link to an online survey. The survey was adapted from the Orthopaedic Surgery Milestone Project. Completed surveys were aggregated in an anonymous, confidential database. SAS 9.3 was used to perform the analyses. Results Responses from 71 residents were analyzed. First and second year residents indicated through self-assessment that they had substantially achieved Level 1 and Level 2 milestones. Third year residents reported they had substantially achieved 30/41, and fourth year residents, all Level 3 milestones. Fifth year, graduating residents, reported they had substantially achieved 17 Level 4 milestones, and were extremely close on another 15. No milestone was rated at Level 5, the maximum possible.  Earlier in training, Patient Care and Medical Knowledge milestones were rated lower than the milestones reflecting the other four competencies of Practice Based Learning and Improvement, Systems Based Practice, Professionalism, and Interpersonal Communication. The gap was closed by the fourth year. Conclusions Residents were able to successfully self-assess using the 41 Orthopaedic Surgery milestones. Respondents’ rate improved proficiency over time. Graduating residents report they have substantially, or close to substantially, achieved all Level 4 milestones.  Milestone self-assessment may be a useful tool as one component of a program’s overall performance assessment strategy. PMID:26752012

  9. The learner as co-creator: A new peer review and self-assessment feedback form created by student nurses.

    Science.gov (United States)

    Duers, Lorraine E

    2017-11-01

    Engagement with peer review and self-assessment is not always regarded by student nurses as an activity that results in a positive learning experience. Literature indicates that withdrawal from the learning process becomes attractive to individuals affected by a negative experience of peer review. Literature also provides examples of student nurses' feeling 'torn to shreds' during the process of peer review, resulting in loss of confidence and self-esteem. An influencing factor in such situations appears to be the absence of specific learner-driven criteria against which student nurses can assess peer and self-performance. The idea was thus ignited, that creation and utilisation of a learner-driven feedback form might potentially prevent, or at least minimise, the possibility of negative peer review experience. Set within the context of a pre-registration nursing programme, within a Higher Education institution, student nurses (n=25), created a peer review/self-assessment feedback form. Its potential cross-discipline, global applicability is reasonably speculated. Purposive sampling, followed by Stratified Random sampling, maximised participant variation. Data collection took place on 34 occasions, utilising focus group discussions using Nominal Group Technique, a practical task which was video recorded for mediating artefact purposes, and individual interviews. Analysis was concept and theme driven. The study found that participants desired a new feedback form that specifically asks the evaluator to judge human qualities, such as 'compassion' and 'kindness', in addition to the skills and knowledge criteria that any peer review or self-assessment form used currently had incorporated. Providing the participants with the opportunity to develop criteria, against which performance could be measured, with emphasis being afforded to student inclusivity and resultant shift in power balance from the educator to the learner, embraces the idea of teaching and learning in the

  10. Determining nurses\\' clinical competence in hospitals of Bushehr University of Medical Sciences by self assessment method

    Directory of Open Access Journals (Sweden)

    Masood mahreini

    2008-09-01

    Full Text Available Background: Nurses’ self awareness of their own level of clinical competence is essential in maintaining high standards of care and identifying areas of educational need and professional development. Self-assessment is a method for measuring clinical competence, and encourages nurses to use reflective thinking and take an active part in the learning process. Although nurse competence may vary between hospitals, very few studies have been done on this subject. Methods: In this cross sectional study, we analyzed clinical competency of 190 registered nurses working in different hospitals in Bushehr by self assessment method. The instrument for data collection was a valid and reliable questionnaire consisting of 73 items from seven categories which were devised from Benner's “from Novice to Expert” framework. The level of competence was assessed on a scale of 0-100 and the frequency of using the competencies was assessed on a Likert scale. Results: the nurses reported their overall level of competence as “good” (51-75. They felt more competent in the categories of “managing situations” and “helping role” (with maximum score of 79.54 and least competent in “teaching – coaching” and “ensuring quality” categories (with minimum score of 61.15. The frequency of practicing competencies had a positive correlation with the level of nursing clinical competence. Conclusion: The level of nursing competence and frequency of using competencies varied in different hospitals. Although the nurses reported their overall level of competence as good, we should be concerned about 24% of competencies which are not used by the nurses, especially in "teaching – coaching" and "ensuring quality" categories.

  11. Management self-assessment in construction phase of nuclear power station

    International Nuclear Information System (INIS)

    Shao Bixiu

    2004-01-01

    Management self-assessment is one of the quality management methods to achieve the organization's continuous improvement. Through the investigation of the methods, the author hopes to give guideline to the management at all levels involved in the construction of nuclear power station in the implementation of management self-assessment, and also to make the management self-assessment more normalized, systematical and effective

  12. Self-Directed Learning and Skills of Problem-Based Learning: A Case of Nigerian Secondary Schools Chemistry Students

    Science.gov (United States)

    Abubakar, Abbas Babayi; Arshad, Mohammad Yusof

    2015-01-01

    The role of chemistry in the development of any society cannot be overemphasized. Chemistry students are therefore expected to acquire flexible knowledge and problem solving skills to facilitate the expected development of our modern society. The purpose of this article is to investigate the roles of teachers and student in the development of…

  13. Patient Self-Assessed Passive Range of Motion of the Knee Cannot Replace Health Professional Measurements

    DEFF Research Database (Denmark)

    Borgbjerg, Jens; Madsen, Frank; Odgaard, Anders

    2017-01-01

    The purpose of this study was to investigate whether patients can accurately self-assess their knee passive range of motion (PROM). A picture-based questionnaire for patient self-assessment of knee PROM was developed and posted to patients. The self-assessed PROM from 58 patients was compared...... (≥ 10-degree flexion contracture). Surgeon- and patient-assessed knee PROM showed a mean difference (95% limits of agreement) of -2.1 degrees (-42.5 to 38.3 degrees) for flexion and -8.1 degrees (-28.8 to 12.7 degrees) for extension. The sensitivity of patient self-assessed PROM in identifying knee...

  14. Comparison between young male drivers' self-assessed and objectively measured driving skills

    DEFF Research Database (Denmark)

    Martinussen, Laila Marianne; Møller, Mette; Prato, Carlo Giacomo

    2017-01-01

    Self-assessment of skills is a self-generated feedback process that contributes to confidence in one's skills. The higher one's self-assessed skills, the more likely one is to feel competent a particular domain thereby influencing the related behaviors. Drivers' self-assessed driving skills...... are not always accurate, which may cause serious problems such as underestimation of risk, reckless driving and accidents. Most previous research on self-assessment of driving skills did not compare self-reported skills to objectively measured driving skills, so the aim of this study was to test the accuracy...

  15. Self-assessment: Strategy for higher standards, consistency, and performance

    International Nuclear Information System (INIS)

    Ide, W.E.

    1996-01-01

    In late 1994, Palo Verde operations underwent a transformation from a unitized structure to a single functional unit. It was necessary to build consistency in watchstanding practices and create a shared mission. Because there was a lack of focus on actual plant operations and because personnel were deeply involved with administrative tasks, command and control of evolutions were weak. Improvement was needed. Consistent performance standards have been set for all three operating units. These expectation focus on nuclear, radiological, and industrial safety. Straightforward descriptions of watchstanding and monitoring practices have been provided to all department personnel. The desired professional and leadership qualities for employee conduct have been defined and communicated thoroughly. A healthy and competitive atmosphere developed with the successful implementation of these standards. Overall performance improved. The auxiliary operators demonstrated increased pride and ownership in the performance of their work activities. In addition, their morale improved. Crew teamwork improved as well as the quality of shift briefs. There was a decrease in the noise level and the administrative functions in the control room. The use of self-assessment helped to anchor and define higher and more consistent standards. The proof of Palo Verde's success was evident when an Institute of Nuclear Power Operations finding was turned into a strength within 1 yr

  16. International physical protection self-assessment tool for chemical facilities.

    Energy Technology Data Exchange (ETDEWEB)

    Tewell, Craig R.; Burdick, Brent A.; Stiles, Linda L.; Lindgren, Eric Richard

    2010-09-01

    This report is the final report for Laboratory Directed Research and Development (LDRD) Project No.130746, International Physical Protection Self-Assessment Tool for Chemical Facilities. The goal of the project was to develop an exportable, low-cost, computer-based risk assessment tool for small to medium size chemical facilities. The tool would assist facilities in improving their physical protection posture, while protecting their proprietary information. In FY2009, the project team proposed a comprehensive evaluation of safety and security regulations in the target geographical area, Southeast Asia. This approach was later modified and the team worked instead on developing a methodology for identifying potential targets at chemical facilities. Milestones proposed for FY2010 included characterizing the international/regional regulatory framework, finalizing the target identification and consequence analysis methodology, and developing, reviewing, and piloting the software tool. The project team accomplished the initial goal of developing potential target categories for chemical facilities; however, the additional milestones proposed for FY2010 were not pursued and the LDRD funding therefore was redirected.

  17. Hanford's self-assessment of the solid waste forecast process

    International Nuclear Information System (INIS)

    Hauth, J.; Skumanich, M.; Morgan, J.

    1996-01-01

    In fiscal year (FY) 1995 the forecast process used at Hanford to project future solid waste volumes was evaluated. Data on current and future solid waste generation are used by Hanford site planners to determine near-term and long-term planning needs. Generators who plan to ship their waste to Hanford's Solid Waste Program for treatment, storage, and disposal provide volume information on the types of waste that could be potentially generated, waste characteristics, and container types. Generators also provide limited radionuclide data and supporting assumptions. A self-assessment of the forecast process identified many effective working elements, including a well-established and systematic process for data collection, analysis and reporting; sufficient resources to obtain the necessary information; and dedicated support and analytic staff. Several areas for improvement were identified, including the need to improve confidence in the forecast data, integrate forecast data with other site-level and national data calls, enhance the electronic data collection system, and streamline the forecast process

  18. Self-assessment of human performance errors in nuclear operations

    International Nuclear Information System (INIS)

    Chambliss, K.V.

    1996-01-01

    One of the most important approaches to improving nuclear safety is to have an effective self-assessment process in place, whose cornerstone is the identification and improvement of human performance errors. Experience has shown that significant events usually have had precursors of human performance errors. If these precursors are left uncorrected or not understood, the symptoms recur and result in unanticipated events of greater safety significance. The Institute of Nuclear Power Operations (INPO) has been championing the cause of promoting excellence in human performance in the nuclear industry. INPO's report, open-quotes Excellence in Human Performance,close quotes emphasizes the importance of several factors that play a role in human performance. They include individual, supervisory, and organizational behaviors; real-time feedback that results in specific behavior to produce safe and reliable performance; and proactive measures that remove obstacles from excellent human performance. Zack Pate, chief executive officer and president of INPO, in his report, open-quotes The Control Room,close quotes provides an excellent discussion of serious events in the nuclear industry since 1994 and compares them with the results from a recent study by the National Transportation Safety Board of airline accidents in the 12-yr period from 1978 to 1990 to draw some common themes that relate to human performance issues in the control room

  19. An Analysis Report of 2014 CALA Self-Assessment Survey

    Directory of Open Access Journals (Sweden)

    Jian Anna Xiong

    2016-06-01

    Full Text Available On the occasion of CALA’s 40th anniversary in 2014, the 2013 Board of Directors appointed a Self-Assessment Task Force to conduct an assessment survey with special focuses on members’ awareness of CALA’s organizational structure and policies, its services to members, the extent of participation in events sponsored by CALA, and the level of satisfaction with CALA leadership. Although only one-fifth of the active members responded to the survey, the answers and feedback have identified areas for organizational improvement and have shown how active members view the current state of CALA. Some essential findings from the survey include: 1 the growth of overseas membership as a demographic trend, 2 a need to recruit student members, 3 a high percentage of CALA members not aware of CALA’s Mission/Vision/Goal, 4 conflicting data on CALA’s leadership, 5 discovery of low ratings (10-30% of respondents on eleven out of twelve rating questions, and 6 strong support for CALA as a representative organization of Chinese American librarians in North America. The findings of the survey will serve as a valuable reference for future strategic planning and for carrying out CALA’s long term goals.

  20. Comparison of small-group training with self-directed internet-based training in inhaler techniques.

    Science.gov (United States)

    Toumas, Mariam; Basheti, Iman A; Bosnic-Anticevich, Sinthia Z

    2009-08-28

    To compare the effectiveness of small-group training in correct inhaler technique with self-directed Internet-based training. Pharmacy students were randomly allocated to 1 of 2 groups: small-group training (n = 123) or self-directed Internet-based training (n = 113). Prior to intervention delivery, all participants were given a placebo Turbuhaler and product information leaflet and received inhaler technique training based on their group. Technique was assessed following training and predictors of correct inhaler technique were examined. There was a significant improvement in the number of participants demonstrating correct technique in both groups (small group training, 12% to 63%; p training, 9% to 59%; p groups in the percent change (n = 234, p > 0.05). Increased student confidence following the intervention was a predictor for correct inhaler technique. Self-directed Internet-based training is as effective as small-group training in improving students' inhaler technique.

  1. Use of individualized learning plans among fourth-year sub-interns in pediatrics and internal medicine.

    Science.gov (United States)

    Shepard, Michelle E; Sastre, Elizabeth A; Davidson, Mario A; Fleming, Amy E

    2012-01-01

    Individualized Learning Plans (ILPs) are an effective tool for promoting self-directed learning among residents. However, no literature details ILP use among medical students. Fifty fourth-year sub-interns in pediatrics and internal medicine created ILPs, including a self-assessment of strengths and weaknesses based on ACGME core competencies and the setting of learning objectives. During weekly follow-up meetings with faculty mentors and peers, students discussed challenges and revised goals. Upon completion of the rotation, students completed a survey of Likert-scale questions addressing satisfaction with and perceived utility of ILP components. Students most often self-identified strengths in the areas of Professionalism and Interpersonal and Communication Skills and weaknesses in Patient Care and Systems-Based Practice. Eighty-two percent set at least one learning objective in an identified area of weakness. Students expressed high confidence in their abilities to create achievable learning objectives and to generate strategies to meet those objectives. Students agreed that discussions during group meetings were meaningful, and they identified the setting learning objectives and weekly meetings as the most important elements of the exercise. Fourth-year sub-interns reported that ILPs helped them to accomplish rotation goals, with the setting of learning objectives and weekly discussions being the most useful elements.

  2. Self-Assessment as a Process for Inclusion

    Science.gov (United States)

    Bourke, Roseanna; Mentis, Mandia

    2013-01-01

    There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and…

  3. The Self-Directed Biological Transformation Initiative and Well-Being.

    Science.gov (United States)

    Mills, Paul J; Wilson, Kathleen L; Pung, Meredith A; Weiss, Lizabeth; Patel, Sheila; Doraiswamy, P Murali; Peterson, Christine; Porter, Valencia; Schadt, Eric; Chopra, Deepak; Tanzi, Rudolph E

    2016-08-01

    To examine the effects of a comprehensive residential mind-body program on well-being. The Self-Directed Biological Transformation Initiative was a quasi-randomized trial comparing the effects of participation in a 6-day Ayurvedic system of medicine-based comprehensive residential program with a 6-day residential vacation at the same retreat location. Retreat setting. 69 healthy women (n = 58) and men (n = 11) (mean age ± standard deviation, 53.6 ± 12 years). The Ayurvedic intervention addressed physical and emotional well-being through group meditation and yoga, massage, diet, adaptogenic herbs, lectures, and journaling. A battery of standardized questionnaires. Participants in the Ayurvedic program showed significant and sustained increases in ratings of spirituality (p < 0.01) and gratitude (p < 0.05) compared with the vacation group, which showed no change. The Ayurvedic participants also showed increased ratings for self-compassion (p < 0.01) as well as less anxiety at the 1-month follow-up (p < 0.05). Findings suggest that a short-term intensive program providing holistic instruction and experience in mind-body healing practices can lead to significant and sustained increases in perceived well-being and that relaxation alone is not enough to improve certain aspects of well-being.

  4. Execution of a self-directed risk assessment methodology to address HIPAA data security requirements

    Science.gov (United States)

    Coleman, Johnathan

    2003-05-01

    This paper analyzes the method and training of a self directed risk assessment methodology entitled OCTAVE (Operationally Critical Threat Asset and Vulnerability Evaluation) at over 170 DOD medical treatment facilities. It focuses specifically on how OCTAVE built interdisciplinary, inter-hierarchical consensus and enhanced local capabilities to perform Health Information Assurance. The Risk Assessment Methodology was developed by the Software Engineering Institute at Carnegie Mellon University as part of the Defense Health Information Assurance Program (DHIAP). The basis for its success is the combination of analysis of organizational practices and technological vulnerabilities. Together, these areas address the core implications behind the HIPAA Security Rule and can be used to develop Organizational Protection Strategies and Technological Mitigation Plans. A key component of OCTAVE is the inter-disciplinary composition of the analysis team (Patient Administration, IT staff and Clinician). It is this unique composition of analysis team members, along with organizational and technical analysis of business practices, assets and threats, which enables facilities to create sound and effective security policies. The Risk Assessment is conducted in-house, and therefore the process, results and knowledge remain within the organization, helping to build consensus in an environment of differing organizational and disciplinary perspectives on Health Information Assurance.

  5. The relative influence of different domains of social connectedness on self-directed violence in adolescence.

    Science.gov (United States)

    Kaminski, Jennifer W; Puddy, Richard W; Hall, Diane M; Cashman, Sandra Y; Crosby, Alexander E; Ortega, Lavonne A G

    2010-05-01

    Previous research has linked greater social connectedness with a lowered risk of self-directed violence among adolescents. However, few studies have analyzed the comparative strength of different domains of connectedness (e.g., family, peers and school) to determine where limited resources might best be focused. Data to address that gap were taken from the Centers for Disease Control and Prevention's Student Health and Safety Survey, administered to 4,131 7th-12th graders (51.5% female; 43.8% Hispanic; 22.6% African American or Black). Logistic regressions (controlling for age, gender, race/ethnicity, family structure, academic performance, and depressive symptoms) suggest that family connectedness was a stronger predictor than connectedness to peers, school, or adults at school for non-suicidal self-harm, suicidal ideation, suicide plans, and non-fatal suicidal behavior. In some analyses, peer connectedness was unexpectedly a risk factor. Results have implications for prevention of suicide in adolescence, especially in the context of the current trend towards school-based prevention programs.

  6. Self-Assessed Intelligence: Inter-Ethnic, Rural-Urban, and Sex Differences in Malaysia

    Science.gov (United States)

    Swami, Viren; Furnham, Adrian

    2010-01-01

    The present study examined inter-ethnic, rural-urban, and sex differences in self-assessed intelligence (SAI) in a Malaysian general population sample. In total, 633 individuals varying in rural or urban location, ethnicity (Malay, Kadazan, and Bajau), and sex (women versus men) provided their self-assessed overall intelligence and ten multiple…

  7. Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students

    Science.gov (United States)

    Nielsen, Jacob; Majgaard, Gunver; Sørensen, Erik

    2013-01-01

    How can student self-assessment be used as a tool and become beneficial for both lecturers and students? We used a simple self-assessment tool for pre- and post-testing on a first-semester engineering course. The students graded their knowledge on human-computer interaction based on their ability to understand and explain specific concepts. The…

  8. 78 FR 33894 - Proposed Information Collection (Open Burn Pit Registry Airborne Hazard Self-Assessment...

    Science.gov (United States)

    2013-06-05

    ... chemicals and fumes caused by open burn pits. DATES: Written comments and recommendations on the proposed... to ``OMB Control No. 2900-NEW, Open Burn Pit Registry Airborne Hazard Self-Assessment Questionnaire.... Title: Open Burn Pit Registry Airborne Hazard Self-Assessment Questionnaire, VA Form 10-10066. OMB...

  9. Summative Self-Assessment in Higher Education: Implications of Its Counting towards the Final Mark

    Science.gov (United States)

    Tejeiro, Ricardo A.; Gomez-Vallecillo, Jorge L.; Romero, Antonio F.; Pelegrina, Manuel; Wallace, Agustin; Emberley, Enrique

    2012-01-01

    Introduction: Our study aims at assessing the validity of summative criteria-referenced self-assessment in higher education, and in particular, if that validity varies when the professor counts self-assessment toward the final mark. Method: One hundred and twenty-two first year students from two groups in Teacher Education at the Universidad de…

  10. A Review of (Elementary) School Self-Assessment Processes: Ontario and Beyond

    Science.gov (United States)

    Ryan, Thomas G.; Telfer, Leslie

    2011-01-01

    This review draws attention to issues related to school self-assessment. This process has been similarly implemented in a variety of jurisdictions globally in the past decade hence their inclusion herein as an attempt to understand the school self-assessment process which has also been developed for use in local Ontario (Canadian) elementary…

  11. Investigating the Effect of Using Self-Assessment on Iranian EFL Learners' Writing

    Science.gov (United States)

    Heidarian, Nakisa

    2016-01-01

    This study investigated the effect of using self-assessment on Iranian EFL learners' writing. The purpose of this study was to demonstrate whether using of self-assessment as an assessment method was influential in developing learners' English writing performance generally writing processes specifically. The participants of this study consisted of…

  12. Self-assessment in an open online environment: affordances and practices

    NARCIS (Netherlands)

    Firssova, Olga; Brouns, Francis; Joosten-ten Brinke, Desirée

    2018-01-01

    In MOOCs both designed and emerging self-assessments depend on available technologies and their affordances. Learners determine, however, whether these technologies are used as intended, to what extent and to what effect. Stud-ying MOOC self-assessment practice can help understand the mechanisms

  13. Situating Power Potentials and Dynamics of Learners and Tutors within Self-Assessment Models

    Science.gov (United States)

    Taras, Maddalena

    2016-01-01

    Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and…

  14. Self-assessment in laparoscopic surgical skills training : Is it reliable?

    NARCIS (Netherlands)

    Ganni, S.; Chmarra, M.K.; Goossens, R.H.M.; Jakimowicz, J.J.

    2017-01-01

    Background: The concept of self-assessment has been widely acclaimed for its role in the professional development cycle and self-regulation. In the field of medical education, self-assessment has been most used to evaluate the cognitive knowledge of students. The complexity of training and

  15. Self-Oriented Perfectionism and Self-Assessment as Predictors of Adolescents? Subjective Well-Being

    Science.gov (United States)

    Çelik, Eyüp

    2014-01-01

    The aim of the present study is to examine whether subjective well-being is predicted by self-oriented perfectionism and self-assessment. The self-oriented perfectionism scale, self-assessment scale and subjective well-being scale (SWB) were administrated to a sample of voluntary 272 eight-grade students from three secondary schools in Sultangazi,…

  16. Reviewing the Self-Assessment of Governing Body Performance in Colleges and Schools in England

    Science.gov (United States)

    Hill, Ron; James, Ian

    2016-01-01

    This study considers the rhetoric and practice of self-assessment by governing bodies of schools and colleges. The context expects governing bodies to reflect on their performance and this is supported by theoretical approaches to self-assessment of "boards". However, there are both general notes of caution and interview evidence of the…

  17. What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

    Science.gov (United States)

    Österholm, Magnus

    2015-01-01

    The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…

  18. Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education?

    Science.gov (United States)

    Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

    2015-01-01

    The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.

  19. Self-Assessment of Employability Skill Outcomes among Undergraduates and Alignment with Academic Ratings

    Science.gov (United States)

    Jackson, Denise

    2014-01-01

    Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in…

  20. Imaging popliteal artery disease in young adults with claudication: self-assessment module.

    Science.gov (United States)

    Chew, Felix S; Bui-Mansfield, Liem T

    2007-09-01

    The educational objectives of this self-assessment module on imaging popliteal artery disease in young adults with intermittent claudication are for the participant to exercise, self-assess, and improve his or her knowledge of the imaging and clinical features of popliteal artery entrapment syndrome, cystic adventitial disease,and masses associated with popliteal artery obstruction.