Self-monitoring in third year medical students’ haematology clerkships

Authors

  • Sehlule Vuma Department of Para-clinical Sciences, Faculty of Medical Sciences, The University of the West Indies, St Augustine, Trinidad and Tobago
  • Bidyadhar Sa Centre for Medical Sciences Education, Faculty of Medical Sciences, The University of the West Indies, St Augustine, Trinidad and Tobago

DOI:

https://doi.org/10.18203/2320-6012.ijrms20175711

Keywords:

Correlations, Formative assessment, Quiz, Self-monitoring

Abstract

Background: Self-monitoring by medical students is important for continued learning and development. It results in self-awareness and improved performance. It requires self-motivation, attentiveness and curiosity. However, students don’t have skills for self-monitoring when they enter university. These need development. The objective of the study was to evaluate the use of an online formative assessment, on subsequent summative examination performance in haematology clerkships among third-year medical students.

Methods: Results of a formative, multiple choice question (MCQ) quiz were correlated with results of end of clerkship (EOC) summative examinations (free-response short-answer progressive disclosure questions-PDQ, and spotter-MCQ). t-ratio was calculated between students who took the quiz (responders) and non-responders. Descriptive statistics, Pearson correlations (r), and Chi square (χ2) were performed.

Results: Of 241 students 75 (31.1%) took the quiz. t-ratio was 1.864 (P>0.05). Mean scores for EOC were higher for responders. Failure rate was higher for non-responders. Between the EOC-PDQ and EOC-spotter, for the whole group (N=241), r=0.414, for non-responders, (N=166), r=0.376, and responders r=0.473. For the responders, correlations between the quiz and PDQ, r=0.376, and between quiz and spotter, r=0.222. χ2 was significant at P<0.05.

Conclusions: Quiz exercises are useful self-monitoring strategies. However online exercises require self-motivation. Students may not wish to do exercises that don’t count for summative scores. They should be encouraged to engage in these learning exercises. Timing is important. For the majority of students, the quiz was done the same week as PDQ for another course. Students chose to prioritize and concentrate on the summative PDQ. These exercises in themselves, would be useful time management lessons.

References

Epstein RM, Siegel DJ, Silberman J. Self-monitoring in clinical practice: A Challenge for medical educators. J Continuing Educat Health Professions. 2008;28(1):5-13.

Northern Illinois University. Self and Peer Assessment. Spectrum Newsletter. Fall 2009. Faculty Development and Instructional Design Center. Available from: http://www.niu.edu/spectrum/2009/fall/selfpeer.shtml Accessed June 17, 2016.

Hartwig MK, Dunlosky J. Study strategies of college students: Are self-testing and scheduling related to achievement? Psychon Bull Rev. 2012;19: 126-34.

Ramirez BU. Effect of self-assessment on test scores: student perceptions. Advances in physiology education. 2010;34(3):134-6.

Vuma S, Sa B. Evaluation of the effectiveness of progressive disclosure questions as an assessment tool for knowledge and skills in a problem based learning setting among third year medical students at The University of The West Indies, Trinidad and Tobago. BMC research notes. 2015;8(1):673.

Vuma S, Sa B, Ramsewak S. Descriptive Analysis of Pre-testing outcome in haematology as an indicator of performance in final examinations among third year medical students Caribbean Teaching Scholar. 2015;5(1):25-35.

Vuma S, Sa B, Ramsewak S: A retrospective co-relational analysis of students’ performance in different modalities of assessment in Haematology and the final integrated multi-specialty examinations among third year MBBS students. Caribbean Teaching Scholar. 2015;5:1:37-46.

Pearson’s r Correlation; 2016 Available from:

http://faculty.quinnipiac.edu/libarts/posci/Statistics.html Accessed June 17, 2016.

Vuma S, Sa B. “A descriptive analysis of extended matching questions among third year medical students”. Internat J Res Medic Sci. 2017;5(5):1913-20.

Nulty D. A Guide to Peer and Self-Assessment: Approaches and Practice Strategies for Academics. Griffith Institute for Higher Education. Griffith University; 2008. Available from: https://www.griffith.edu.au/__data/assets/pdf_file/0016/142108/GuidePeerSelfAssessment-Long.pdf Accessed October 7, 2016.

Shaban S, Aburawi EH, Elzubeir K, Elango S, El‑Zubeir M. (2016) Factors Influencing Medical Students’ Self‑assessment of Examination Performance Accuracy: A United Arab Emirates Study. Education for Health. 2016;29(2):75-81.

Robinson P, Morton L, Haran H, Manton R. Mock OSCEs Improve Medical Students' Confidence and Reduce Anxiety Related to Summative Examinations. Educat Medic J. 2017;9(2):41-5.

Centre for teaching excellence, University of Waterloo. Teaching metacognitive skills. Available from; https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching tips/metacognitive. Accessed November 5, 2016

Barnard L, Lan W, To YM, Paton VO, Lai S-L. Measuring self regulation in online and blended learning environment. The internet and higher education. 2009;12(1):1-6.

Tousignant M, DesMarchais JE. Accuracy of student self-assessment ability compared to their own performance in a problem-based learning medical program: a correlation study. Advances in Health Sciences Education. 2002;1;7(1):19-27.

Nicol DJ, Macfarlane-Dick D. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education. 2006;31(2):199-218.

Chang, M. M. Enhancing web-based language learning through self-monitoring. Journal of Computer-Assisted Learning. 2007;23:187-96.

Lynch R, Dembo M. The relationship between self-regulation and online learning in a blended learning context. International Review of Research in Open and Distance Learning. 2004;5(2):1-16.

Sharaf F, Alnohair S. Comparison of medical students’ learning approaches between electronic and hard copy team-based learning. International Journal of Health Sciences. 2017;11(1):1.

How To: Teach Students to Change Behaviors Through Self-Monitoring Published on intervention central Available from: http://www.interventioncentral.org. Accessed October 23, 2016

White CB. Smoothing out transitions: How pedagogy influences medical students’ achievement of self-regulated learning goals. Advances in Health Sciences Education. 2007;12(3):279-97.

Guide to the completion of a personal development plan. Availble from: https://www.managers.org.uk/~/media/ET/checklist/Personal-Development-Plan-Example-Guide.pdf Accessed June 13, 2016.

Personal development planning: guidance for institutional policy and practice in higher education. Available from: http://www.recordingachievement.ac.uk/images/pdfs/pdpguide2009.pdf. Accessed June 13, 2016.

Peyre SE, MacDonald H, Al-Marayati L, Templeman C, Muderspach LI. Resident self-assessment versus faculty assessment of laparoscopic technical skills using a global rating scale. International Journal of Medical Education. 2010;1:37-41.

Tan K, Keat LH. Self and Peer Assessment as an Assessment Tool in Problem-based Learning. 2005; 162-75. Available from: http://www.tp.edu.sg/staticfiles/TP/files/centres/pbl/pbl_kelvin_and_ho_keat.pdf Accessed June 17, 2016.

Machado JL, Machado VM, Grec W, Bollela VR, Vieira JE. Self-and peer assessment may not be an accurate measure of PBL tutorial process. BMC Medical Education. 2008;8(1):55.

Das M, Mpofu D, Dunn E, Lanphear JH. Self and Tutor Evaluations in Problem based Learning Tutorials: Is There A Relationship? Medical Education. 1998;32(4):411-8.

Sadler PM, Good E. The impact of self-and peer-grading on student learning. Educational assessment. 2006;11(1):1-31.

Langendyk V. Not knowing that they do not know: self‐assessment accuracy of third‐year medical students. Medical education. 2006;40(2):173-9.

Whitfield CF, Xie SX. Correlation of problem-based learning facilitators' scores with student performance on written exams. Advances in health sciences education. 2002;7(1):41-51.

Cook KB. Self-Monitoring Strategies for Improving Classroom Engagement of Secondary Students. (2014) Georgia Association for Positive Behavior Support Conference, University of Georgia. Available at http://digitalcommons.georgiasouthern.edu/gapbs. Accessed October 23, 2016

Lan W. Self-monitoring and its relationship with educational level and task importance. Educational psychology. 2005;25(1):109-27.

Lan WY. The Effects of Self-Monitoring on Students' Course Performance, Use of Learning Strategies, Attitude, Self-Judgment Ability, and Knowledge Representation. J Experimental Education. 1996;64(2):101-15.

Downloads

Published

2017-12-23

How to Cite

Vuma, S., & Sa, B. (2017). Self-monitoring in third year medical students’ haematology clerkships. International Journal of Research in Medical Sciences, 6(1), 57–64. https://doi.org/10.18203/2320-6012.ijrms20175711

Issue

Section

Original Research Articles