Fostering medical students' lifelong learning skills with a dashboard, coaching and learning planning.

ABSTRACT:

Introduction

To develop lifelong learning skills, students need feedback, access to performance data, and coaching. A new medical curriculum incorporated infrastructural supports based on self-regulated learning theory and the Master Adaptive Learner framework to engage students in reflection and learning planning. This study examines students' experience with a performance dashboard, longitudinal coaching, and structured time for goal-setting.

Methods

Focus groups with first-year medical students explored performance dashboard usage, coaching and learning planning. We analyzed findings using thematic analysis. Results informed development of a 29-item survey rated strongly disagree (1) to strongly agree (5) to investigate experience with the dashboard, coaching and learning

SUBMITTER: Hauer KE 

PROVIDER: S-EPMC6191394 | biostudies-literature | 2018 Oct

REPOSITORIES: biostudies-literature