Mirza Tayyeba Iftikhar, Yasmeen Rahila, Mahboob Usman
Dr. Tayyeba Iftikhar Mirza, MBBS, MHPE Department of Medical Education, Foundation University Medical College, Islamabad, Pakistan.
Dr. Rahila Yasmeen, BDS, DCPS- HPE, MHPE, PhD-HPE (Scholar) Department of Medical Education, Riphah International University, Islamabad, Pakistan.
Pak J Med Sci. 2021 Mar-Apr;37(2):531-535. doi: 10.12669/pjms.37.2.2999.
To identify the learning strategies used by the medical students with high Grit for design and implementation of a three months course, to assist the medical students having low Grit.
A mixed-method study with explanatory sequential design was followed by an intervention to improve Grit amongst first year students at Foundation University Medical College from March to August 2019. Non-probability convenience sampling was used in the Phase-I. In Phase-II, through purposive sampling, students with high score on GRIT were interviewed. The interview questions were validated and piloted for clarity. All interviews were recorded, transcribed verbatim, and thematic analysis was done. The themes generated were used to design an intervention, which was implemented as a part of the curriculum for less Gritty students to see whether it can enhance Grit in them.
A total of 133 students participated out of which, 23(17%) had a high, whereas 10(7.5%) had a low level of Grit. Five themes generated from the transcripts, namely Planning, Metacognitive skills, Mastery learning, Cognitive strategies, and Self-regulation, that led the development of an intervention abbreviated as "RESET-P- GOALS". A Wilcoxon signed-rank test showed that the intervention did elicit a statistically significant change in the Grit score in students having low Grit (Z = -2.8, p= 0.005).
Good planning, Mastery learning and self-regulation are the reasons for success of Gritty students. The learning strategies with the name "RESET-P- GOALS" are effective in enhancing Grit in students with less score on Grit.
识别具有高毅力的医学生所采用的学习策略，以设计并实施一门为期三个月的课程，帮助毅力较低的医学生。
采用解释性序列设计的混合方法研究，随后进行一项干预措施，以提高基础大学医学院2019年3月至8月一年级学生的毅力。第一阶段采用非概率便利抽样。在第二阶段，通过目的抽样，对毅力得分高的学生进行访谈。访谈问题经过验证并进行了预试验以确保清晰度。所有访谈均进行录音、逐字转录，并进行了主题分析。所产生的主题用于设计一项干预措施，作为毅力较低学生课程的一部分实施，以观察其是否能增强他们的毅力。
共有133名学生参与，其中23名（17%）毅力水平高，而10名（7.5%）毅力水平低。从转录本中产生了五个主题，即计划、元认知技能、掌握学习、认知策略和自我调节，这些主题促成了一项缩写为“RESET-P-GOALS”的干预措施的制定。威尔科克森符号秩检验表明，该干预措施确实在毅力较低的学生的毅力得分上引发了具有统计学意义的变化（Z = -2.8，p = 0.005）。
良好的计划、掌握学习和自我调节是有毅力的学生成功的原因。名为“RESET-P-GOALS”的学习策略在提高毅力得分较低的学生的毅力方面是有效的。
