To study the effect of the problem-based learning (PBL) method in ultrasonography (US) resident standardization training during the COVID-19 pandemic.įifty residents were divided into two groups to participate in a 30-day US training program. Nursing educators can improve students’ SDL ability by changing their learning environment, using, for example, new student-centred teaching methods. SPL and SASP were positively correlated with self-management ability and cooperative learning ability.
The SDL ability of nursing undergraduates was not high. Multiple linear regression analysis revealed that SPL, SASP, students’ perceptions of atmosphere and students’ social self-perceptions had a significant impact on SDL ability. The perception of the learning environment was mainly determined by students’ perception of learning (SPL) and academic self-perceptions (SASP), with SDL ability mainly determined by self-management ability and cooperative learning ability. Analysis indicated that the first canonical correlation coefficient was 0.701 and the contribution rate was 94.26%. The total score for the learning environment was 120.60 (scoring rate: 60.30%), and the score for SDL ability was 89.25 (scoring rate: 63.75%). Canonical correlation analysis was performed to evaluate their correlation. The Chinese version of the Dundee Ready Educational Environment Measure questionnaire and a validated Chinese version of college students’ SDL ability scale were used to assess students’ perceptions about their learning environment and their SDL ability. This study explores the relationship between the perception of the learning environment and self-directed learning (SDL) ability among nursing undergraduates.Ī cross-sectional study was conducted in December 2020 with 1096 junior and senior undergraduate nursing students (aged 16–22) from Wannan Medical College in Anhui Province, China. Programmatic assessment comes very close to achieving the desired constructive alignment with PBL, but its wide adoption-just like PBL-will take many years ahead of us. It focuses on optimizing learning through assessment, while at the same gathering rich information that can be used for rigorous decision-making about learner progression. Programmatic assessment is such an integral approach to assessment. Later, solutions were sought in the development of new assessment strategies, initially again with individual instruments such as progress testing, but later through a more holistic approach to the assessment program as a whole. Valuable lessons have been learned that are directly relevant for assessment in PBL.
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With competency-based education assessment moved away from purely standardized testing, relying more heavily on professional judgment of complex skills.
The search for these instruments has been accelerated by the emergence of competency-based education. Originally, these solutions were sought in developing the right instruments to measure these PBL-related skills. This has incentivized researchers in assessment to find possible solutions. PBL also aims to foster self-directed learning and deep learning as opposed to rote learning. PBL focuses on promoting abilities such as clinical reasoning, team skills and metacognition. Arguably, constructive alignment has been the major challenge for assessment in the context of problem-based learning (PBL).