Gaupp Rainer, Fabry Götz, Körner Mirjam
Freiburg University, Medical Faculty, Medical Psychology and Medical Sociology, Germany.
Int J Med Educ. 2018 Jul 12;9:189-194. doi: 10.5116/ijme.5b39.d5a8.
To explore the influence of critical thinking, self-regulated learning and system usability on the acceptance of e-learning on patient safety.
A cross-sectional study was conducted, using a 32-question online survey. One hundred ninety-three (n=193 medical students participated in the study and were asked to rate levels of reflective thinking, self-regulated learning and attitudes towards patient safety using scales from the Questionnaire for Reflective Thinking, the Attitudes to Patient Safety Questionnaire and the System Usability Scale. Differences between reflection levels were calculated using paired t-tests, associations between critical thinking and self-regulated learning were calculated using linear correlations. We performed linear multiple regression analysis to identify predictors for student acceptance of the e-learning.
Students (n=193) engaged in intermediate levels of reflection (5-point Likert, M=3.62, SD=0.73) and significantly (t=15.15, p<0.001, d=1.57) lower levels (M=2.35, SD=0.87) of critical reflection. Most students showed high (≥ 4; 44.1%) or intermediate (<4 level > 2; 29.4 %) levels of self-regulated learning. A regression model indicated that 5 predictors (Reflection, critical reflection, self-regulated learning, relevance, usability) explained 65.3% of the variance (R²=0.653, F=39.02, p<0.01) of perceived total quality.
This study shows that reflection and learning skills are important factors for e-learning acceptance, but perceived relevance and system usability play a more important role. From a didactic perspective, it is indispensable to provide the students with sufficient examples and links to professional practice to enhance the perception of relevance and to improve system usability permanently.
探讨批判性思维、自我调节学习和系统可用性对电子学习在患者安全方面接受度的影响。
开展一项横断面研究，采用一份包含32个问题的在线调查问卷。193名医学生参与了该研究，并被要求使用反思性思维问卷、患者安全态度问卷和系统可用性量表中的量表，对反思性思维水平、自我调节学习情况以及对患者安全的态度进行评分。使用配对t检验计算反思水平之间的差异，使用线性相关性分析计算批判性思维与自我调节学习之间的关联。我们进行线性多元回归分析，以确定学生对电子学习接受度的预测因素。
学生（n = 193）处于中等水平的反思（5点李克特量表，M = 3.62，SD = 0.73），批判性反思水平显著较低（t = 15.15，p < 0.001，d = 1.57）（M = 2.35，SD = 0.87）。大多数学生表现出高水平（≥ 4；44.1%）或中等水平（< 4级> 2；29.4%）的自我调节学习。一个回归模型表明，5个预测因素（反思、批判性反思、自我调节学习、相关性、可用性）解释了感知总质量方差的65.3%（R² = 0.653，F = 39.02，p < 0.01）。
本研究表明，反思和学习技能是电子学习接受度的重要因素，但感知相关性和系统可用性起着更重要的作用。从教学角度来看，为学生提供足够的实例和与专业实践的联系，以增强相关性感知并持续提高系统可用性是必不可少的。
