A modified student personalized learning approach to prompt academic acquisition in health sciences
نویسندگان
1 Department of Cardiology and Cardiac Surgery, School of Medicine, Shahrekord University of Medical Sciences
2 Speech and Language Pathology, School of Allied Medical Sciences, Shahrekord University of Medical Sciences
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4 Department of Psychiatry, School of Medicine, Shahrekord University of Medical Sciences, Shahrekord, Iran
5 Department of Medical Education, School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
doi
چکیده
BACKGROUND: Metacognition activation is described as a pillar of a driver in the learning process.The current study investigated the effectiveness of a modified protocol of “student personalizedlearning” (SPL) (integrating elements of differentiation approach) on metacognitive skills development.MATERIALS AND METHODS: A cross‑sectional study was conducted among 22 bachelors duringthe academic period of 2016–2017. A SPL program was designed in magnetic resonance physicalprinciples (16 courses of 2 h). The participants underwent pre‑SPL evaluation tests as to assesstheir respective prior knowledge, learning style, and metacognitive skills. Attendant advisory meetingallocated personalized educational planning and educational resources. During SPL, students wereregularly monitored by advisory supervising meetings. Descriptive statistics were used to describethe features of the data (sums, frequencies, percentages, means, and standard deviations).RESULTS: The results showed a visual learning style emerging as prevalent (61.9%). The completionrate of SPL was 73%. SPL participants passed the educational module with a mean final examinationscore reaching 16.72 ± 3 versus 10.7 ± 5 assessed by prior knowledge testing (P < 0.05). Theaverage global metacognition score enhanced from average to very good. Knowledge and controlof self, knowledge and control of process planning, and knowledge of process regulation increasedfrom average to very good levels.CONCLUSIONS: The resorted SPL proved its efficacy in recruiting and developing metacognitiveskills. Nevertheless, knowledge and control of process‑evaluation metacognitive component needsto be further investigated, especially when SPL relies on a short‑term program.
