Tabas Naser Darvishi, Amouzeshi Zahra, Vagharseyyedin Seyyed Abolfazl
Department of Nursing, School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran.
BMC Emerg Med. 2024 Dec 18;24(1):233. doi: 10.1186/s12873-024-01147-y.
Reflection is an essential educational practice often characterized as a self-regulated learning activity. Self-regulated learning has been shown to positively influence learning motivation and metacognition. This study aimed to compare the effect of group and individual reflection methods on self-regulation learning strategies and motivational components among emergency medical technicians.
This quasi-experimental study was conducted on 54 emergency medical technicians in South Khorasan province in 2023. Thirty pre-hospital emergency centers affiliated to Birjand University of Medical Sciences were randomly assigned to three blocks (A, B, and C). Participants were then selected through convenience sampling based on predetermined inclusion and exclusion criteria. Eighteen participants working in pre-hospital emergency centers were selected from each block. The three blocks (A, B, and C) were randomly assigned into three arms: individual reflection, group reflection, and control. The individual reflection group members were asked to record their feelings and experiences using the Gibbs model in provided notebooks during four weeks (at the end of each week). The group reflection members, after forming groups and selecting leaders, engaged in the group reflection sessions in a designated room, following the Gibbs model for four weeks. The self-regulated learning strategies and learning motivation components of all participants were measured using standardized questionnaires before and after the intervention. Data were analyzed using paired t-test, one-way analysis of variance, Tukey's post hoc test, and Fisher's exact test.
The mean score of self-regulation learning strategies and learning motivation significantly increased in the group reflection arm after the intervention (p < 0.05). While the mean scores of motivational component and its individual components increased significantly in the individual reflection group after the intervention (p < 0.05), no significant difference was observed in the mean scores of self-regulation learning strategies and their components before and after the intervention (p > 0.05).
The results of this research highlight the superiority of group reflection method over individual reflection in promoting self-regulated learning. While both methods were effective in enhancing learning motivation, group reflection proved to be more beneficial. Therefore, it is recommended that Emergency Medical Services managers provide training programs that incorporate group reflection to enable technicians to benefit from its advantages in terms of self-regulated learning strategies and learning motivation.
反思是一种重要的教育实践，通常被视为一种自我调节的学习活动。研究表明，自我调节学习对学习动机和元认知有积极影响。本研究旨在比较小组反思和个人反思方法对急救医疗技术人员自我调节学习策略和动机成分的影响。
2023年，在霍拉桑省南部对54名急救医疗技术人员进行了这项准实验研究。将比尔詹德医科大学附属的30个院前急救中心随机分为三个区组（A、B和C）。然后根据预定的纳入和排除标准，通过便利抽样选择参与者。从每个区组中选出18名在院前急救中心工作的参与者。将这三个区组（A、B和C）随机分为三组：个人反思组、小组反思组和对照组。个人反思组的成员被要求在四周内（每周结束时）使用吉布斯模型在提供的笔记本上记录他们的感受和经历。小组反思组的成员在组成小组并选出组长后，在指定的房间里按照吉布斯模型进行了四周的小组反思会议。在干预前后，使用标准化问卷对所有参与者的自我调节学习策略和学习动机成分进行测量。数据采用配对t检验、单因素方差分析、Tukey事后检验和Fisher精确检验进行分析。
干预后，小组反思组的自我调节学习策略和学习动机的平均得分显著提高（p < 0.05）。虽然干预后个人反思组的动机成分及其各个成分的平均得分显著提高（p < 0.05），但干预前后自我调节学习策略及其成分的平均得分没有显著差异（p > 0.05）。
本研究结果突出了小组反思方法在促进自我调节学习方面优于个人反思。虽然两种方法在增强学习动机方面都有效，但小组反思被证明更有益。因此，建议急救医疗服务管理人员提供包含小组反思的培训项目，以使技术人员能够从其在自我调节学习策略和学习动机方面的优势中受益。
