Vice-Rectorate for Study Affairs and Clinical Veterinary Medicine, University of Veterinary Medicine Vienna, Vienna, Austria.
Department of Educational Science, Saarland University, Saarbrücken, Germany.
Adv Health Sci Educ Theory Pract. 2024 Sep;29(4):1075-1129. doi: 10.1007/s10459-023-10295-y. Epub 2023 Nov 8.
Health sciences students face many challenges in regard to clinical practical learning. A better understanding of student learning is required to address student needs in this crucial phase. The theory of self-regulated learning provides a comprehensive view of learning and could serve as a basis for further research. There are instruments to assess self-regulated learning in preclinical academic learning. However, there are no such instruments for workplace learning. The aim of the present study is to provide a comprehensive inventory from which researchers can select those scales that are relevant to their research questions in the investigation of workplace learning. Hence, the aim is to develop and validate a set of scales to assess undergraduates' workplace learning in health sciences education in four areas (cognition, motivation, emotion, and context) on two levels (the learning process level and the metalevel). Study 1 is a qualitative multimethod study to identify indicators and develop items. It integrates the perspectives of students, teachers, and researchers and includes six steps: literature review, interviews, synthesis, item development, expert review, and cognitive pretesting. This study yields a set of scales for each area on both levels. Study 2 is a quantitative study to assess the psychometric properties. The results show acceptable values in terms of unidimensionality, reliability and validity for each of the 31 scales. The newly developed Workplace Learning Inventory is comprehensive; the scales are relevant to workplace learning and short enough that their administration is feasible in the workplace setting. The rigorous process of questionnaire development contributes to the validity of scales. By providing the Workplace Learning Inventory, we hope to encourage research on workplace learning in health sciences education from an educational psychology perspective.
健康科学专业的学生在临床实践学习方面面临诸多挑战。为了满足学生在这一关键阶段的需求，需要更深入地了解学生的学习情况。自我调节学习理论为学习提供了全面的视角，可以作为进一步研究的基础。有一些工具可以评估临床前学术学习中的自我调节学习，但没有用于工作场所学习的工具。本研究的目的是提供一个全面的清单，研究人员可以从中选择与他们在工作场所学习研究中相关的研究问题的量表。因此，目的是开发和验证一组评估健康科学教育中大学生工作场所学习的量表，涵盖认知、动机、情感和背景四个领域以及学习过程和元认知两个水平。研究 1 是一项定性多方法研究，旨在确定指标并制定项目。它整合了学生、教师和研究人员的观点，包括六个步骤：文献综述、访谈、综合、项目制定、专家审查和认知预测试。这项研究在两个水平上为每个领域都制定了一套量表。研究 2 是一项评估心理测量特性的定量研究。结果表明，31 个量表中的每一个在维度性、信度和效度方面都具有可接受的值。新开发的工作场所学习清单具有综合性；这些量表与工作场所学习相关，且足够简短，可在工作场所环境中实施。问卷开发的严格过程有助于提高量表的有效性。通过提供工作场所学习清单，我们希望鼓励从教育心理学角度研究健康科学教育中的工作场所学习。
