卫生专业教育中自我调节和自我导向学习能力（SELF-ReDiAL）的促进因素与障碍：一项系统评价和荟萃分析

Enablers of and Barriers to Self-Regulated and Self-Directed Aptitudes of Learning (SELF-ReDiAL) in Health Professional Education: A Systematic Review and Meta-analysis.

作者信息

Arianpoor Arash, Taylor Silas C R, Huang Pin-Hsiang, Shulruf Boaz

机构信息

Office of Medical Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW Australia.

School of Biomedical Sciences, Faculty of Medicine and Health, The University of New South Wales, Sydney, Australia.

出版信息

Med Sci Educ. 2024 May 30;34(5):1193-1202. doi: 10.1007/s40670-024-02068-y. eCollection 2024 Oct.

DOI:10.1007/s40670-024-02068-y

PMID:39450019

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11496431/

Abstract

INTRODUCTION

Recently, accrediting organizations have focused on developing lifelong learners who possess self-regulated and self-directed aptitudes of learning (hereinafter SELF-ReDiAL or in short, SR). This meta-analysis aimed to identify factors which promote or deter SR in health professionals.

METHODS

Original studies which, by using self-reports, evaluated enablers of and barriers to SR in health professionals (dentistry, medicine, nursing, and pharmacology), and were indexed in Scopus and PubMed databases from 1 January 2000 to 31 August 2022, were retrieved. Major themes suggested to affect SR were determined, and enablers or barriers related to those themes, were considered eligible for inclusion. Studies were excluded if they were not in English, and if the full text could not be retrieved.

RESULTS

From 149 identified papers, 43 studies were subsequently included in the meta-analysis. The strongest effect was generated by wellbeing ( = 0.806; 95% confidence of interval [CI]: 0.296, 1.316). In respect of teaching method, problem-based learning ( = 0.590; 95%CI: 0.375, 0.806), team-based learning ( = 0.382; 95%CI: 0.232, 0.531), and flipped classroom ( = 0.095; 95%CI: -0.088, 0.279) showed positive effects on SR, whereas lectures were negatively associated with SR ( = -0.079; 95%CI: - 0.389, 0.230). Further, the analysis showed that SR generally decreases during the first year of enrolment ( = -0.144; 95%CI: - 0.284, -0.004), while no major change in SR is observed in the second year ( = 0.027; 95%CI: -0.044, 0.099).

CONCLUSIONS

Considering that student wellbeing had the strongest observed effect on SR, policy-setting and governing bodies should incorporate methods which improve wellbeing to develop health professionals with high levels of SR.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-024-02068-y.

摘要

引言

最近，认证机构专注于培养具有自我调节和自我导向学习能力（以下简称SELF-ReDiAL，简称SR）的终身学习者。本荟萃分析旨在确定促进或阻碍卫生专业人员自我调节学习的因素。

方法

检索2000年1月1日至2022年8月31日期间在Scopus和PubMed数据库中索引的原始研究，这些研究通过自我报告评估了卫生专业人员（牙科、医学、护理和药理学）自我调节学习的促进因素和障碍。确定了被认为会影响自我调节学习的主要主题，并将与这些主题相关的促进因素或障碍纳入分析。如果研究不是英文的，或者无法检索到全文，则将其排除。

结果

从149篇已识别的论文中，43项研究随后被纳入荟萃分析。幸福感产生的影响最强（效应量=0.806；95%置信区间[CI]：0.296，1.316）。在教学方法方面，基于问题的学习（效应量=0.590；95%CI：0.375，0.806）、基于团队的学习（效应量=0.382；95%CI：0.232，0.531）和翻转课堂（效应量=0.095；95%CI：-0.088，0.279）对自我调节学习有积极影响，而讲座与自我调节学习呈负相关（效应量=-0.079；95%CI：-0.389，0.230）。此外，分析表明，自我调节学习在入学第一年通常会下降（效应量=-0.144；95%CI：-0.284，-0.004），而在第二年自我调节学习没有观察到重大变化（效应量=0.027；95%CI：-0.044，0.099）。