A modified student personalized learning approach to prompt academic acquisition in health sciences

Raeisi, Elham and Aazami, Hossain and Solat, Kamal and Mohamadi, Omid and Ahmady, Soleiman (2019) A modified student personalized learning approach to prompt academic acquisition in health sciences. Journal of education and health promotion, 8. ISSN 2319-6440

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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 personalized learning" (SPL) (integrating elements of differentiation approach) on metacognitive skills development. MATERIALS AND METHODS: A cross-sectional study was conducted among 22 bachelors during the academic period of 2016-2017. A SPL program was designed in magnetic resonance physical principles (16 courses of 2 h). The participants underwent pre-SPL evaluation tests as to assess their respective prior knowledge, learning style, and metacognitive skills. Attendant advisory meeting allocated personalized educational planning and educational resources. During SPL, students were regularly monitored by advisory supervising meetings. Descriptive statistics were used to describe the 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 completion rate of SPL was 73%. SPL participants passed the educational module with a mean final examination score reaching 16.72 ± 3 versus 10.7 ± 5 assessed by prior knowledge testing (P < 0.05). The average global metacognition score enhanced from average to very good. Knowledge and control of self, knowledge and control of process planning, and knowledge of process regulation increased from average to very good levels. CONCLUSIONS: The resorted SPL proved its efficacy in recruiting and developing metacognitive skills. Nevertheless, knowledge and control of process-evaluation metacognitive component needs to be further investigated, especially when SPL relies on a short-term program. KEYWORDS: Academic achievement; metacognitive skills; student personalized learning

Item Type: Article
Subjects: W General medicine- Health professions > Medical Education W.18
Divisions: Faculty of Medicine > Department of Clinical Sciences > Department of Cardiology
Depositing User: zeynab . bagheri
Date Deposited: 04 Feb 2020 08:00
Last Modified: 04 Feb 2020 08:00
URI: http://eprints.skums.ac.ir/id/eprint/8101

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