Papers by Tamara van Woezik
![Research paper thumbnail of [Learning to see things from a different perspective: interns and residents collaborate with artists to become better doctors]](https://a.academia-assets.com/images/blank-paper.jpg)
Nederlands tijdschrift voor geneeskunde, 2017
In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts an... more In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts and medical education, and appraised the learning processes involved. The voluntary track was followed by 32 and 30 participants respectively, mostly interns and a few residents. The initiative built upon the ideas of several American educational developments which incorporated museum visits. We extended the format by having participants join artists in their studios, to allow students to have an immersive experience of a different discipline, rather than only observing its end products. The track did not have specific learning objectives. However, participants were encouraged to set personal goals and to reflect on what they learned in terms of observation skills, creative thinking, personalized health care, and frame reflection. Here we report the rationale of the track, and illustrate preliminary conclusions with participants' quotes.
Medical Education
for Community Medicine Clerkship Programme at one of the private tertiary health care teaching fa... more for Community Medicine Clerkship Programme at one of the private tertiary health care teaching facilities, participated in developing four health training modules for CHWs, namely, diarrhoeal diseases, typhoid fever, vector-borne diseases and acute respiratory tract infections (ARTIs) during 1-month period. All students were divided into small groups and were asked to formulate modules through various engagement triggers like drama, games, quotes, media clips, puppetries and debates. During the second phase, the same groups of medical students utilised these emerged modules to train 130 field-based CHWs (Anganwadi Workers and Accredited Social Health Activists [ASHAs]) regarding targeted health problems. The final phase of the study commenced with educating 550 general community people in field practice areas (urban and rural) of the institute about identified health problems by trained CHWs. Engagement strategies like street plays, quizzes and puppet shows were used during training programmes of CHWs and general community people. At each phase, preand post-intervention scores of participants were evaluated, and the study revealed statistically significant (p < 0.05) knowledge gain about targeted diseases as well as positive attitudes towards an intervention among medical students, CHWs and local community people. 3 | WHAT LESSONS WERE LEARNED?
Medical Teacher
Preparing future professionals for highly dynamic settings require self-directed learning in auth... more Preparing future professionals for highly dynamic settings require self-directed learning in authentic learning situations. Authentic learning situations imply teamwork. Therefore, designing education for future professionals requires an understanding of how self-directed learning develops in teams. We followed (bio-)medical sciences students (n ¼ 15) during an 8-month period in which they worked on an innovation project in teams of 4-6 students. Template analysis of 39 transcripts of audio-recorded group meetings revealed three mechanisms along which group dynamics influenced self-directed learning behaviour. First, if expressions of emotions were met with an inquisitive response, this resulted in self-monitoring or feelings of responsibility. Second, openness in the group towards creativity or idea exploration stimulated critical thinking. Third, disputational talk frustrated learning, because it adversely affected group cohesion. We conclude that emotions, openness, and relatedness are important drivers of self-directed learning in teams and hence should be given explicit attention in designing collaborative learning for future professionals.
Medical Teacher
Preparing future professionals for highly dynamic settings require self-directed learning in auth... more Preparing future professionals for highly dynamic settings require self-directed learning in authentic learning situations. Authentic learning situations imply teamwork. Therefore, designing education for future professionals requires an understanding of how self-directed learning develops in teams. We followed (bio-)medical sciences students (n ¼ 15) during an 8-month period in which they worked on an innovation project in teams of 4-6 students. Template analysis of 39 transcripts of audio-recorded group meetings revealed three mechanisms along which group dynamics influenced self-directed learning behaviour. First, if expressions of emotions were met with an inquisitive response, this resulted in self-monitoring or feelings of responsibility. Second, openness in the group towards creativity or idea exploration stimulated critical thinking. Third, disputational talk frustrated learning, because it adversely affected group cohesion. We conclude that emotions, openness, and relatedness are important drivers of self-directed learning in teams and hence should be given explicit attention in designing collaborative learning for future professionals.
Medical Teacher
Preparing future professionals for highly dynamic settings require self-directed learning in auth... more Preparing future professionals for highly dynamic settings require self-directed learning in authentic learning situations. Authentic learning situations imply teamwork. Therefore, designing education for future professionals requires an understanding of how self-directed learning develops in teams. We followed (bio-)medical sciences students (n ¼ 15) during an 8-month period in which they worked on an innovation project in teams of 4-6 students. Template analysis of 39 transcripts of audio-recorded group meetings revealed three mechanisms along which group dynamics influenced self-directed learning behaviour. First, if expressions of emotions were met with an inquisitive response, this resulted in self-monitoring or feelings of responsibility. Second, openness in the group towards creativity or idea exploration stimulated critical thinking. Third, disputational talk frustrated learning, because it adversely affected group cohesion. We conclude that emotions, openness, and relatedness are important drivers of self-directed learning in teams and hence should be given explicit attention in designing collaborative learning for future professionals.
Practice-based learning: an appropriate means to acquire the attitude and skills for evidence-based medicine, 2020
Objectives: To evaluate a practice-based, self-directed EBM-course in an undergraduate medical cu... more Objectives: To evaluate a practice-based, self-directed EBM-course in an undergraduate medical curriculum in terms of EBM attitude and motivation beliefs. Methods: This study was conducted in a 4-week course of the first-year undergraduate medical curriculum, which takes place twice in an academic year. One group of students (n=210) received a normal EBM-module in November. A practice-based EBM-module was implemented in January for another group of students (n=130). We approached all students following the courses for participation in our research project. In a quasi-experimental design, a validated survey was used to assess students' EBM task value and self-efficacy on a 7-point Likert-scale. In the experimental group, complementary qualitative data were gathered on attitude and motivation by open evaluative questions. Results: Overall response rate was 93,5%, resulting in 191 students in the control group and 127 students in the experimental group. We did not find differences between the groups in terms of EBM task value and self-efficacy. However , the experimental group showed a higher increased perception of the importance of EBM in decision making in clinical practice (60.0% vs 77.2%; χ 2 (1, N=318) = 8.432, p=0.004). These students obtained a better understanding of the complexities and time-consuming nature of EBM in medical practice. Conclusions: The practice-based EBM-course helps students to reflect on practice and knowledge critically. Our findings indicate that integrating clinical practice in the undergraduate learning environment fosters attitude and motivation, suggesting that practice-based learning in EBM education may advance student development as a critically reflective practitioner.
How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum, 2019
To foster lifelong learning skills, we need new didactic approaches with
aligned assessment metho... more To foster lifelong learning skills, we need new didactic approaches with
aligned assessment methods. Therefore, we investigated whether the
outcomes of a project assignment show a different relation to learning
strategies than a longitudinal knowledge-based assessment. We studied
learning strategies of first year students of medicine and biomedical sciences (n = 248) and performed hierarchical regression analyses for the
learning strategies and grades of the longitudinal knowledge-based test
and project assignment. Scores of students, measured with the
Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were
relatively low for critical thinking (3.53), compared to rehearsal (4.40),
elaboration (4.82), organisation (4.69) and metacognitive self-regulation
(4.33). Knowledge based tests showed a significant relation to elaboration (p < 0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p = 0.074). Explained variance
of the grades was low for all learning strategies (R2 < 0.043). Different
types of assessment did not discriminate between students with high or
low scores on learning strategies associated with lifelong learning. An
explanation is that the curriculum is not aligned with assessment, or
students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.
Higher education tries to comply with a societal need for lifelong, self-directed learners, for w... more Higher education tries to comply with a societal need for lifelong, self-directed learners, for which suitable learning formats are needed. Here, we consider Open Space Technology (OST) as a format for self-directed learning in medical education. It involves a voluntary meeting in which students explore topics of their own interest, related to the overall course theme, and divide themselves over small groups accordingly. After having studied for almost two years in a curriculum with a fixed course format comprising daily mandatory group meetings, OST provided a new education environment. We used qualitative methods to investigate how students experience a transition to OST. We coded audio transcripts of student group discussions and short interviews with teachers. This led to a final set of 30 codes further categorized into 6 themes. While increased autonomy motivated students and gave them a sense of freedom, having to structure their own learning brought about initial insecurities. Relatedness to teachers, a positive atmosphere and interaction with peers helped students deal with these insecurities and use them as a starting point for critical thinking. We conclude that OST is a valuable aid in the development of self-directed learning.
Educating for self-directed learning: a longitudinal study of learning strategy development
Tamar... more Educating for self-directed learning: a longitudinal study of learning strategy development
Tamara van Woezik1, Jur Koksma2, Rob Reuzel1, Debbie Jaarsma3, & Gert Jan van der Wilt1
1. Radboud University Medical Centre, Radboud Institute for Health Sciences, Nijmegen, Netherlands
2. Radboud University Medical Centre, Radboudumc Health Academy, Nijmegen, Netherlands
3. Universitair Medisch Centrum Groningen, LEARN, Groningen, Netherlands
Background
Self-directed learning (SDL) is implemented in education to foster lifelong learning. It is also believed to promote better study results. We tested whether undergraduate medical students developed SDL using the Motivated Strategies for Learning Questionnaire (MSLQ), and investigated the relation with motivation and participation. In their curriculum, SDL is encouraged through project-based courses and monthly coaching groups.
Summary of work
The MSLQ was administered to first and second year medical and biomedical sciences students of the Radboudumc, Nijmegen. The Organisation, Elaboration, Critical thinking and Metacognitive self-regulation scales were considered indicators of self-directed learning; the Rehearsal scale indicated a surface learning strategy. For motivation, Internal goal orientation, Task value, Self-efficacy and Time and study environment scores were used. T-tests were conducted to detect differences in means between cohorts and within cohorts, and regression analysis were used for insight in the relation between learning strategies, motivation and participation.
Summary of results
Cohorts of 2016 (n=218) and 2017 (n=258) were followed up over a two-year period. They filled out the MSLQ twice, in January of their first and second study year. For the 2016 cohort, we found a significant increase in Elaboration (4.78 to 4.95, p<0.01), Organisation (4.63 to 4.86, p<0.05), and Metacognitive self-regulation (4.24 to 4.43, p<0.01). Metacognitive self-regulation scores of 2016 were related to motivation scores in the 2nd year (β=0.290, p=0.017). Scores on Rehearsal and Elaboration related to participation measures in the 2nd year (β=0.912, p=0.022 and β=1.138, p=0.039, respectively).
Discussion
Surprisingly, critical thinking did not increase and was in fact quite underused compared to other learning strategies in a curriculum targeted at Self-directed learning. Our findings suggest that a self-directed learning curriculum can positively influence associated learning strategies. Factors influencing increased scores or lack thereof might be found in further analysis on the relation between learning strategies, motivation and participation.
Take-home message
As critical thinking is important for the development of lifelong learning, it is important to pay more attention to the development of this learning strategy. Even in a self-directed learning environment, this is not self-evident.
Contact
Tamara van Woezik, PhD candidate
Radboudumc, Department for Health Evidence
In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts an... more In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts and medical education, and appraised the learning processes involved. The voluntary track was followed by 32 and 30 participants respectively, mostly interns and a few residents. The initiative built upon the ideas of several American educational developments which incorporated museum visits. We extended the format by having participants join artists in their studios, to allow students to have an immersive experience of a different discipline, rather than only observing its end products. The track did not have specific learning objectives. However, participants were encouraged to set personal goals and to reflect on what they learned in terms of observation skills, creative thinking, personalized health care, and frame reflection. Here we report the rationale of the track, and illustrate preliminary conclusions with participants' quotes.
-Article in Dutch-
Conference Presentations by Tamara van Woezik
Making sense of ‘self’ in self-directed learning
Tamara van Woezik, Radboudumc Nijmegen, the Neth... more Making sense of ‘self’ in self-directed learning
Tamara van Woezik, Radboudumc Nijmegen, the Netherlands
Self-directed learning (SDL) is the tendency of students to develop and pursue their own learning objectives and to evaluate their learning process and results (Candy, 1991; Knowles, 1975). To understand how adults learn, it uses a cognitivist interpretation of constructivism (Garrison, 1997).
Problem
Translating the cognitivist concept of SDL to practice and research is problematic (Brookfield, 1985). The notion of self has become overly cognitive with a limited role for environment, emotion or the other in the learning process (Thoutenhoofd & Pirrie, 2015). This has led to an inability to translate empirical research to theory and vice versa.
The cognitivist interpretation of SDL has difficulty explaining how the other and the environment play a role in the process of the learner. The view of the learning self as entity separate from the environment may leave a cognitivist interpretation unable to resolve this issue. Perhaps a new approach can help explain this interaction between, self, body, the other and the environment.
Enactivism as new frame for self-directed learning
To frame SDL differently, we can use an enactivist paradigm. It helps to understand the interplay between self, body, the other and environment. The main advantage is that we can understand the self within the environment, and the role of emotion and the body can be explained in the learning process. Because SDL assumes self-reflection, the frame encounters the “scaling up problem”: a problem to explain higher order thinking (Van Elk, Slors, Bekkering, 2010).
Using a dynamic systems approach, we can explain the role of the other and the environment in forms of higher order thinking, such as reflection in SDL (Gallagher, 2017). This also aligns with ideas of self-other relations regarding evaluation and planning in SDL (Candy, 1991, Knowles, 1975).
Future direction
Making this translation, I explain that the outcome is that lived experience and environment cannot be seen as separate from the reflecting self. This has implications for the way a self-directed learning education environment is constructed. Environment and the other are inseparable from the self in SDL, understood in an enactivist paradigm. This begs for amendments in SDL education and research to better fit theory and design for dynamic ways of learning. I conclude that enactivism can help to better understand the process of self-directed learning through this account of the self.
Brookfield, S. (1985). Self-directed learning: A critical paradigm. Adult Education Quarterly, 35, 59-71.
Candy, P. C. (1991). Self-direction for lifelong learning. San Fransisco: Jossey-Bass.
Gallagher, S. (2017). Enactivist Interventions. Rethinking the mind. Oxford: Oxford University Press.
Garrison, D. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48, 18-33.
Knowles, M. S. (1975). Self-directed leraning. New York: Association press.
Thoutenhoofd, E. D., & Pirrie, A. (2015). From self-regulation to learning to learn: observations on the construction of self and learning. British Educational Research Journal, 41, 72-84.
Van Elk, M., Slors, M., & Bekkering, H. (2010). Embodied Language Comprehension Requires an Enactivist Paradigm of Cognition. Frontiers in Psychology, 1, 234.
Tamara van Woezik, PhD candidate
We’re all mad here: Learning to see things from a different perspective through art, 2019
https://prezi.com/riwggmzp13ke/
We’re all mad here: Learning to see things from a different persp... more https://prezi.com/riwggmzp13ke/
We’re all mad here: Learning to see things from a different perspective through art
In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts and medical education. The voluntary track was followed by 32 and 30 interns and residents. On 7-8 Saturdays, they received masterclasses from artists such as painters, writers and sculptors. By joining artists in their studios, participants had an immersive experience of a different discipline, rather than only observing end products. Together with the artists, the interns and residents themselves created pieces of art during most of these masterclasses. Participants were encouraged to set personal goals and reflect on what they learned in terms of observation skills, personalized health care, creative thinking and frame reflection. Mixed method research showed that participants experience a certain perspective transformation that makes them reconsider the way they look at and listen to patients, and what kind of doctor they want to be. Currently, we are analyzing results from interviews with participants during and after the track. In this short communication I want to share some thoughts on that with you.
Presentation about my research on art in medical education, involving a programme where artists e... more Presentation about my research on art in medical education, involving a programme where artists educate students to look in different ways. The masterclasses are voluntary and involve drawing, painting, writing, and other assignments to take a new perspective.
A presentation about my research project which focuses on qualitative assessment of learning stra... more A presentation about my research project which focuses on qualitative assessment of learning strategy use in group work
Uploads
Papers by Tamara van Woezik
aligned assessment methods. Therefore, we investigated whether the
outcomes of a project assignment show a different relation to learning
strategies than a longitudinal knowledge-based assessment. We studied
learning strategies of first year students of medicine and biomedical sciences (n = 248) and performed hierarchical regression analyses for the
learning strategies and grades of the longitudinal knowledge-based test
and project assignment. Scores of students, measured with the
Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were
relatively low for critical thinking (3.53), compared to rehearsal (4.40),
elaboration (4.82), organisation (4.69) and metacognitive self-regulation
(4.33). Knowledge based tests showed a significant relation to elaboration (p < 0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p = 0.074). Explained variance
of the grades was low for all learning strategies (R2 < 0.043). Different
types of assessment did not discriminate between students with high or
low scores on learning strategies associated with lifelong learning. An
explanation is that the curriculum is not aligned with assessment, or
students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.
Tamara van Woezik1, Jur Koksma2, Rob Reuzel1, Debbie Jaarsma3, & Gert Jan van der Wilt1
1. Radboud University Medical Centre, Radboud Institute for Health Sciences, Nijmegen, Netherlands
2. Radboud University Medical Centre, Radboudumc Health Academy, Nijmegen, Netherlands
3. Universitair Medisch Centrum Groningen, LEARN, Groningen, Netherlands
Background
Self-directed learning (SDL) is implemented in education to foster lifelong learning. It is also believed to promote better study results. We tested whether undergraduate medical students developed SDL using the Motivated Strategies for Learning Questionnaire (MSLQ), and investigated the relation with motivation and participation. In their curriculum, SDL is encouraged through project-based courses and monthly coaching groups.
Summary of work
The MSLQ was administered to first and second year medical and biomedical sciences students of the Radboudumc, Nijmegen. The Organisation, Elaboration, Critical thinking and Metacognitive self-regulation scales were considered indicators of self-directed learning; the Rehearsal scale indicated a surface learning strategy. For motivation, Internal goal orientation, Task value, Self-efficacy and Time and study environment scores were used. T-tests were conducted to detect differences in means between cohorts and within cohorts, and regression analysis were used for insight in the relation between learning strategies, motivation and participation.
Summary of results
Cohorts of 2016 (n=218) and 2017 (n=258) were followed up over a two-year period. They filled out the MSLQ twice, in January of their first and second study year. For the 2016 cohort, we found a significant increase in Elaboration (4.78 to 4.95, p<0.01), Organisation (4.63 to 4.86, p<0.05), and Metacognitive self-regulation (4.24 to 4.43, p<0.01). Metacognitive self-regulation scores of 2016 were related to motivation scores in the 2nd year (β=0.290, p=0.017). Scores on Rehearsal and Elaboration related to participation measures in the 2nd year (β=0.912, p=0.022 and β=1.138, p=0.039, respectively).
Discussion
Surprisingly, critical thinking did not increase and was in fact quite underused compared to other learning strategies in a curriculum targeted at Self-directed learning. Our findings suggest that a self-directed learning curriculum can positively influence associated learning strategies. Factors influencing increased scores or lack thereof might be found in further analysis on the relation between learning strategies, motivation and participation.
Take-home message
As critical thinking is important for the development of lifelong learning, it is important to pay more attention to the development of this learning strategy. Even in a self-directed learning environment, this is not self-evident.
Contact
Tamara van Woezik, PhD candidate
Radboudumc, Department for Health Evidence
-Article in Dutch-
Conference Presentations by Tamara van Woezik
Tamara van Woezik, Radboudumc Nijmegen, the Netherlands
Self-directed learning (SDL) is the tendency of students to develop and pursue their own learning objectives and to evaluate their learning process and results (Candy, 1991; Knowles, 1975). To understand how adults learn, it uses a cognitivist interpretation of constructivism (Garrison, 1997).
Problem
Translating the cognitivist concept of SDL to practice and research is problematic (Brookfield, 1985). The notion of self has become overly cognitive with a limited role for environment, emotion or the other in the learning process (Thoutenhoofd & Pirrie, 2015). This has led to an inability to translate empirical research to theory and vice versa.
The cognitivist interpretation of SDL has difficulty explaining how the other and the environment play a role in the process of the learner. The view of the learning self as entity separate from the environment may leave a cognitivist interpretation unable to resolve this issue. Perhaps a new approach can help explain this interaction between, self, body, the other and the environment.
Enactivism as new frame for self-directed learning
To frame SDL differently, we can use an enactivist paradigm. It helps to understand the interplay between self, body, the other and environment. The main advantage is that we can understand the self within the environment, and the role of emotion and the body can be explained in the learning process. Because SDL assumes self-reflection, the frame encounters the “scaling up problem”: a problem to explain higher order thinking (Van Elk, Slors, Bekkering, 2010).
Using a dynamic systems approach, we can explain the role of the other and the environment in forms of higher order thinking, such as reflection in SDL (Gallagher, 2017). This also aligns with ideas of self-other relations regarding evaluation and planning in SDL (Candy, 1991, Knowles, 1975).
Future direction
Making this translation, I explain that the outcome is that lived experience and environment cannot be seen as separate from the reflecting self. This has implications for the way a self-directed learning education environment is constructed. Environment and the other are inseparable from the self in SDL, understood in an enactivist paradigm. This begs for amendments in SDL education and research to better fit theory and design for dynamic ways of learning. I conclude that enactivism can help to better understand the process of self-directed learning through this account of the self.
Brookfield, S. (1985). Self-directed learning: A critical paradigm. Adult Education Quarterly, 35, 59-71.
Candy, P. C. (1991). Self-direction for lifelong learning. San Fransisco: Jossey-Bass.
Gallagher, S. (2017). Enactivist Interventions. Rethinking the mind. Oxford: Oxford University Press.
Garrison, D. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48, 18-33.
Knowles, M. S. (1975). Self-directed leraning. New York: Association press.
Thoutenhoofd, E. D., & Pirrie, A. (2015). From self-regulation to learning to learn: observations on the construction of self and learning. British Educational Research Journal, 41, 72-84.
Van Elk, M., Slors, M., & Bekkering, H. (2010). Embodied Language Comprehension Requires an Enactivist Paradigm of Cognition. Frontiers in Psychology, 1, 234.
Tamara van Woezik, PhD candidate
We’re all mad here: Learning to see things from a different perspective through art
In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts and medical education. The voluntary track was followed by 32 and 30 interns and residents. On 7-8 Saturdays, they received masterclasses from artists such as painters, writers and sculptors. By joining artists in their studios, participants had an immersive experience of a different discipline, rather than only observing end products. Together with the artists, the interns and residents themselves created pieces of art during most of these masterclasses. Participants were encouraged to set personal goals and reflect on what they learned in terms of observation skills, personalized health care, creative thinking and frame reflection. Mixed method research showed that participants experience a certain perspective transformation that makes them reconsider the way they look at and listen to patients, and what kind of doctor they want to be. Currently, we are analyzing results from interviews with participants during and after the track. In this short communication I want to share some thoughts on that with you.
aligned assessment methods. Therefore, we investigated whether the
outcomes of a project assignment show a different relation to learning
strategies than a longitudinal knowledge-based assessment. We studied
learning strategies of first year students of medicine and biomedical sciences (n = 248) and performed hierarchical regression analyses for the
learning strategies and grades of the longitudinal knowledge-based test
and project assignment. Scores of students, measured with the
Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were
relatively low for critical thinking (3.53), compared to rehearsal (4.40),
elaboration (4.82), organisation (4.69) and metacognitive self-regulation
(4.33). Knowledge based tests showed a significant relation to elaboration (p < 0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p = 0.074). Explained variance
of the grades was low for all learning strategies (R2 < 0.043). Different
types of assessment did not discriminate between students with high or
low scores on learning strategies associated with lifelong learning. An
explanation is that the curriculum is not aligned with assessment, or
students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.
Tamara van Woezik1, Jur Koksma2, Rob Reuzel1, Debbie Jaarsma3, & Gert Jan van der Wilt1
1. Radboud University Medical Centre, Radboud Institute for Health Sciences, Nijmegen, Netherlands
2. Radboud University Medical Centre, Radboudumc Health Academy, Nijmegen, Netherlands
3. Universitair Medisch Centrum Groningen, LEARN, Groningen, Netherlands
Background
Self-directed learning (SDL) is implemented in education to foster lifelong learning. It is also believed to promote better study results. We tested whether undergraduate medical students developed SDL using the Motivated Strategies for Learning Questionnaire (MSLQ), and investigated the relation with motivation and participation. In their curriculum, SDL is encouraged through project-based courses and monthly coaching groups.
Summary of work
The MSLQ was administered to first and second year medical and biomedical sciences students of the Radboudumc, Nijmegen. The Organisation, Elaboration, Critical thinking and Metacognitive self-regulation scales were considered indicators of self-directed learning; the Rehearsal scale indicated a surface learning strategy. For motivation, Internal goal orientation, Task value, Self-efficacy and Time and study environment scores were used. T-tests were conducted to detect differences in means between cohorts and within cohorts, and regression analysis were used for insight in the relation between learning strategies, motivation and participation.
Summary of results
Cohorts of 2016 (n=218) and 2017 (n=258) were followed up over a two-year period. They filled out the MSLQ twice, in January of their first and second study year. For the 2016 cohort, we found a significant increase in Elaboration (4.78 to 4.95, p<0.01), Organisation (4.63 to 4.86, p<0.05), and Metacognitive self-regulation (4.24 to 4.43, p<0.01). Metacognitive self-regulation scores of 2016 were related to motivation scores in the 2nd year (β=0.290, p=0.017). Scores on Rehearsal and Elaboration related to participation measures in the 2nd year (β=0.912, p=0.022 and β=1.138, p=0.039, respectively).
Discussion
Surprisingly, critical thinking did not increase and was in fact quite underused compared to other learning strategies in a curriculum targeted at Self-directed learning. Our findings suggest that a self-directed learning curriculum can positively influence associated learning strategies. Factors influencing increased scores or lack thereof might be found in further analysis on the relation between learning strategies, motivation and participation.
Take-home message
As critical thinking is important for the development of lifelong learning, it is important to pay more attention to the development of this learning strategy. Even in a self-directed learning environment, this is not self-evident.
Contact
Tamara van Woezik, PhD candidate
Radboudumc, Department for Health Evidence
-Article in Dutch-
Tamara van Woezik, Radboudumc Nijmegen, the Netherlands
Self-directed learning (SDL) is the tendency of students to develop and pursue their own learning objectives and to evaluate their learning process and results (Candy, 1991; Knowles, 1975). To understand how adults learn, it uses a cognitivist interpretation of constructivism (Garrison, 1997).
Problem
Translating the cognitivist concept of SDL to practice and research is problematic (Brookfield, 1985). The notion of self has become overly cognitive with a limited role for environment, emotion or the other in the learning process (Thoutenhoofd & Pirrie, 2015). This has led to an inability to translate empirical research to theory and vice versa.
The cognitivist interpretation of SDL has difficulty explaining how the other and the environment play a role in the process of the learner. The view of the learning self as entity separate from the environment may leave a cognitivist interpretation unable to resolve this issue. Perhaps a new approach can help explain this interaction between, self, body, the other and the environment.
Enactivism as new frame for self-directed learning
To frame SDL differently, we can use an enactivist paradigm. It helps to understand the interplay between self, body, the other and environment. The main advantage is that we can understand the self within the environment, and the role of emotion and the body can be explained in the learning process. Because SDL assumes self-reflection, the frame encounters the “scaling up problem”: a problem to explain higher order thinking (Van Elk, Slors, Bekkering, 2010).
Using a dynamic systems approach, we can explain the role of the other and the environment in forms of higher order thinking, such as reflection in SDL (Gallagher, 2017). This also aligns with ideas of self-other relations regarding evaluation and planning in SDL (Candy, 1991, Knowles, 1975).
Future direction
Making this translation, I explain that the outcome is that lived experience and environment cannot be seen as separate from the reflecting self. This has implications for the way a self-directed learning education environment is constructed. Environment and the other are inseparable from the self in SDL, understood in an enactivist paradigm. This begs for amendments in SDL education and research to better fit theory and design for dynamic ways of learning. I conclude that enactivism can help to better understand the process of self-directed learning through this account of the self.
Brookfield, S. (1985). Self-directed learning: A critical paradigm. Adult Education Quarterly, 35, 59-71.
Candy, P. C. (1991). Self-direction for lifelong learning. San Fransisco: Jossey-Bass.
Gallagher, S. (2017). Enactivist Interventions. Rethinking the mind. Oxford: Oxford University Press.
Garrison, D. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48, 18-33.
Knowles, M. S. (1975). Self-directed leraning. New York: Association press.
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Tamara van Woezik, PhD candidate
We’re all mad here: Learning to see things from a different perspective through art
In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts and medical education. The voluntary track was followed by 32 and 30 interns and residents. On 7-8 Saturdays, they received masterclasses from artists such as painters, writers and sculptors. By joining artists in their studios, participants had an immersive experience of a different discipline, rather than only observing end products. Together with the artists, the interns and residents themselves created pieces of art during most of these masterclasses. Participants were encouraged to set personal goals and reflect on what they learned in terms of observation skills, personalized health care, creative thinking and frame reflection. Mixed method research showed that participants experience a certain perspective transformation that makes them reconsider the way they look at and listen to patients, and what kind of doctor they want to be. Currently, we are analyzing results from interviews with participants during and after the track. In this short communication I want to share some thoughts on that with you.