TY - JOUR
T1 - Professional identity formation-oriented mentoring technique as a method to improve self-regulated learning
T2 - A mixed-method study
AU - Matsuyama, Yasushi
AU - Okazaki, Hitoaki
AU - Kotani, Kazuhiko
AU - Asada, Yoshikazu
AU - Ishikawa, Shizukiyo
AU - Lebowitz, Adam Jon
AU - Leppink, Jimmie
AU - van der Vleuten, Cees
N1 - Funding Information:
Funding This work was supported by JSPS KAKENHI [Grant number JP17K08924].
Publisher Copyright:
© 2021 TAPS. All rights reserved.
PY - 2021/10/1
Y1 - 2021/10/1
N2 - Introduction: Previous studies indicate that professional identity formation (PIF), the formation of a self-identity with the internalised values and norms of professionalism, may influence self-regulated learning (SRL). However, it remains unclear whether a PIF-oriented intervention can improve SRL in clinical education. The aim of this study was to explore whether a PIF-oriented mentoring platform improves SRL in a clinical clerkship. Methods: A mixed-methods study was conducted. Forty-one students in a community-based clinical clerkship (CBCC) used a PIF-oriented mentoring platform. They articulated the values and norms of professionalism in a professional identity essay, elaborated on future professional self-image, and reflected on their current compared to future selves. They made a study plan while referring to PIF-based self-reflection and completed it. The control group of 41 students completed CBCC without the PIF-oriented mentoring platform. Changes in SRL between the two groups were quantitatively compared using the Motivated Strategies for Learning Questionnaire. We explore how PIF elements in the platform affected SRL by qualitative analysis of questionnaire and interview data. Results: A moderate improvement in intrinsic goal orientation (p = 0.005, e2 = 0.096) and a mild improvement in critical thinking (p = 0.041, e2 = 0.051) were observed in the PIF-oriented platform group. Qualitative analysis revealed that the PIF-oriented platform fostered professional responsibility as a key to expanding learning goals. Gaining authentic knowledge professionally fostered critical thinking, and students began to elaborate knowledge in line with professional task processes. Conclusion: A PIF-oriented mentoring platform helped students improve SRL during a clinical clerkship.
AB - Introduction: Previous studies indicate that professional identity formation (PIF), the formation of a self-identity with the internalised values and norms of professionalism, may influence self-regulated learning (SRL). However, it remains unclear whether a PIF-oriented intervention can improve SRL in clinical education. The aim of this study was to explore whether a PIF-oriented mentoring platform improves SRL in a clinical clerkship. Methods: A mixed-methods study was conducted. Forty-one students in a community-based clinical clerkship (CBCC) used a PIF-oriented mentoring platform. They articulated the values and norms of professionalism in a professional identity essay, elaborated on future professional self-image, and reflected on their current compared to future selves. They made a study plan while referring to PIF-based self-reflection and completed it. The control group of 41 students completed CBCC without the PIF-oriented mentoring platform. Changes in SRL between the two groups were quantitatively compared using the Motivated Strategies for Learning Questionnaire. We explore how PIF elements in the platform affected SRL by qualitative analysis of questionnaire and interview data. Results: A moderate improvement in intrinsic goal orientation (p = 0.005, e2 = 0.096) and a mild improvement in critical thinking (p = 0.041, e2 = 0.051) were observed in the PIF-oriented platform group. Qualitative analysis revealed that the PIF-oriented platform fostered professional responsibility as a key to expanding learning goals. Gaining authentic knowledge professionally fostered critical thinking, and students began to elaborate knowledge in line with professional task processes. Conclusion: A PIF-oriented mentoring platform helped students improve SRL during a clinical clerkship.
KW - Clinical Clerkship
KW - Professional Identity Formation
KW - Self-Regulated Learning
U2 - 10.29060/TAPS.2021-6-4/OA2443
DO - 10.29060/TAPS.2021-6-4/OA2443
M3 - Article
SN - 2424-9335
VL - 6
SP - 49
EP - 64
JO - The Asia Pacific Scholar
JF - The Asia Pacific Scholar
IS - 4
ER -