Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?

Background: Deliberate practice is an important method of skill acquisition and is under-utilized in dermatology training. We delivered a dermatologic morphology training module with immediate feedback for first year medical students. Our goal was to determine whether there are differences in accura...

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Autores principales:	Danya Traboulsi, Jori Hardin, Laurie Parsons, Jason Waechter
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2019
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/224d4e785edd45649c7c7816fbe5f1a9
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spelling	oai:doaj.org-article:224d4e785edd45649c7c7816fbe5f1a92021-12-01T22:43:51ZDoes self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?10.36834/cmej.434471923-1202https://doaj.org/article/224d4e785edd45649c7c7816fbe5f1a92019-07-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/43447https://doaj.org/toc/1923-1202Background: Deliberate practice is an important method of skill acquisition and is under-utilized in dermatology training. We delivered a dermatologic morphology training module with immediate feedback for first year medical students. Our goal was to determine whether there are differences in accuracy and learning efficiency between self-regulated and algorithm-regulated groups. Methods: First year medical students at the University of Calgary completed a dermatologic morphology module. We randomly assigned them to either a self-regulated arm (students removed cases from the practice pool at their discretion) or an algorithm-regulated arm (an algorithm determined when a case would be removed). We then administered a pre-survey, pre-test, post-test, and post-survey. Data collected included mean diagnostic accuracy of the practice sessions and tests, and the time spent practicing. The surveys assessed demographic data and student satisfaction. Results: Students in the algorithm-regulated arm completed more cases than the self-regulated arm (52.9 vs. 29.3, p<0.001) and spent twice as much time completing the module than the self-regulated participants (34.3 vs. 17.0 min., p<0.001). Mean scores were equivalent between the algorithm- and self-regulated groups for the pre-test (63% vs. 66%, n = 54) and post-test (90% vs. 86%, n = 10), respectively. Both arms demonstrated statistically significant improvement in the post-test. Conclusion: Both the self-regulated and algorithm-regulated arms improved at post-test. Students spent significantly less time practicing in the self-directed arm, suggesting it was more efficient. Danya TraboulsiJori HardinLaurie ParsonsJason WaechterCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 10, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Danya Traboulsi Jori Hardin Laurie Parsons Jason Waechter Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?
description	Background: Deliberate practice is an important method of skill acquisition and is under-utilized in dermatology training. We delivered a dermatologic morphology training module with immediate feedback for first year medical students. Our goal was to determine whether there are differences in accuracy and learning efficiency between self-regulated and algorithm-regulated groups. Methods: First year medical students at the University of Calgary completed a dermatologic morphology module. We randomly assigned them to either a self-regulated arm (students removed cases from the practice pool at their discretion) or an algorithm-regulated arm (an algorithm determined when a case would be removed). We then administered a pre-survey, pre-test, post-test, and post-survey. Data collected included mean diagnostic accuracy of the practice sessions and tests, and the time spent practicing. The surveys assessed demographic data and student satisfaction. Results: Students in the algorithm-regulated arm completed more cases than the self-regulated arm (52.9 vs. 29.3, p<0.001) and spent twice as much time completing the module than the self-regulated participants (34.3 vs. 17.0 min., p<0.001). Mean scores were equivalent between the algorithm- and self-regulated groups for the pre-test (63% vs. 66%, n = 54) and post-test (90% vs. 86%, n = 10), respectively. Both arms demonstrated statistically significant improvement in the post-test. Conclusion: Both the self-regulated and algorithm-regulated arms improved at post-test. Students spent significantly less time practicing in the self-directed arm, suggesting it was more efficient.
format	article
author	Danya Traboulsi Jori Hardin Laurie Parsons Jason Waechter
author_facet	Danya Traboulsi Jori Hardin Laurie Parsons Jason Waechter
author_sort	Danya Traboulsi
title	Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?
title_short	Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?
title_full	Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?
title_fullStr	Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?
title_full_unstemmed	Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?
title_sort	does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?
publisher	Canadian Medical Education Journal
publishDate	2019
url	https://doaj.org/article/224d4e785edd45649c7c7816fbe5f1a9
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Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?

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