Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

Y. Matsuyama*, M. Nakaya, J. Leppink, C. van der Vleuten, Y. Asada, A.J. Lebowitz, T. Sasahara, Y. Yamamoto, M. Matsumura, A. Gomi, S. Ishikawa, H. Okazaki

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

3 Citations (Web of Science)

Abstract

BackgroundDeveloping self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum.MethodsA randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n =56, female 18, mean age 21.5y0.7) and B (n =56, female 11, mean age 21.7y1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire.ResultsTwo-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R-2 =0.069), regardless of timing of intervention.Conclusionsrofessional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.
Original languageEnglish
Article number30
Number of pages10
JournalBMC Medical Education
Volume21
Issue number1
DOIs
Publication statusPublished - 7 Jan 2021

Keywords

  • learning management system
  • problem-based learning
  • professional identity formation
  • self-regulated learning
  • teacher-centered learning
  • Self-regulated learning
  • Teacher-centered learning
  • Learning management system
  • Problem-based learning
  • Professional identity formation

Cite this