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relationship of self-directed learning readiness to knowledge-based and performance-based measures of success in third-year medical students
Title
The relationship of self-directed learning readiness to knowledge-based and performance-based measures of success in third-year medical students.
Creator
Findley, Brian W., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to investigate the self-directed learning (SDL) readiness of third-year medical students in comparison to previously reported scores for the general population; the relationship between SDL readiness and knowledge-based and performance-based measures of success in a medical school using an integrated medical curriculum; and to determine if knowledge-based and performance-based measures of success are significant in predicting Self-Directed Learning Readiness...
Show moreThe purpose of this study was to investigate the self-directed learning (SDL) readiness of third-year medical students in comparison to previously reported scores for the general population; the relationship between SDL readiness and knowledge-based and performance-based measures of success in a medical school using an integrated medical curriculum; and to determine if knowledge-based and performance-based measures of success are significant in predicting Self-Directed Learning Readiness Survey/Learner Preference Assessment (SDLRS/LPA) and National Board of Medical Examiners Family Medicine Shelf Examination (NBME-FM) scores. This study analyzed SDLRS/LPA scores, knowledge-based scores (NBME-FM), performance-based scores (Objective Structured Clinical Examination [OSCE] and preceptor rating), and a combination of knowledge-based and performance-based scores (final grade). Analyses of 873 students resulted in mean scores of 229.06 + 23.19 for the SDLRS/LPA. Correlations were significant (p < .05) for SDLRS/LPA scores to NBME-FM scores (r = .073, p < .05). OSCE scores (r = .133, p < .01), and final grade (r = .138, p < .01). Regression analysis revealed that the total model of NBME-FM, OSC AVG, and preceptor rating predicted 2.1% of the variation in SDLRS/LPA, which was significant (p < .01). Regression analysis revealed that SDLRS/LPA, OSC AVG and preceptor ratings predicted 9.7% of the variance in NBME-FM, which was significant (p < .001). The results support previous findings that medical students' levels of SDL readiness are higher than the general population mean of 214.0 + 23.49., While the SDLRS/LPA scores of medical students with knowledge-based and performance-based examinations were modest, they mirror the relationships that have appeared consistently across a number of studies and indicate a tendency for students with higher levels of SDL to perform better in medical preparation programs.The SDLRS/LPA adds an important dimension to the assessment of medical students, addressing the emphasis on ensuring that physician preparation programs produce practitioners who are likely to be continuing, lifelong learners. This investigation of SDL in medical education was unique in that it may be the first to look at the relationships of SDLRS/LPA scores with both knowledge-based and performance-based measures as well as with a combination of knowledge-based and performance-based measures.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/221949
Subject Headings
Learning, Psychology of, Experiential learning, Academic achievement, Psychological aspects, Self-culture, Evaluation, Educational tests and measurements
Format
Document (PDF)
THE INFLUENCE OF BODY POSITION ON LOAD RANGE DURING ISOKINETIC KNEE EXTENSION/FLEXION
Title
THE INFLUENCE OF BODY POSITION ON LOAD RANGE DURING ISOKINETIC KNEE EXTENSION/FLEXION.
Creator
Brian W. Findley, Lee E. Brown, Michael Whitehurst
Abstract/Description
Isokinetic range of motion (ROM) has three distinct phases: rate of velocity development (RVD), load range (LR), and deceleration (DCC). The purpose of this study was to determine if differences in isokinetic knee extension/flexion LR exist between body positions. Ten subjects (4 males and 6 females, age 29.3 ± 5.4 yrs, ht 1.71 ± 0.10 m, wt 71.9 ± 12.9 kg) volunteered to participate in the seated vs. prone investigation and nine different subjects (4 males and 5 females, age 29.5 ± 6.9 yrs,...
Show moreIsokinetic range of motion (ROM) has three distinct phases: rate of velocity development (RVD), load range (LR), and deceleration (DCC). The purpose of this study was to determine if differences in isokinetic knee extension/flexion LR exist between body positions. Ten subjects (4 males and 6 females, age 29.3 ± 5.4 yrs, ht 1.71 ± 0.10 m, wt 71.9 ± 12.9 kg) volunteered to participate in the seated vs. prone investigation and nine different subjects (4 males and 5 females, age 29.5 ± 6.9 yrs, ht 1.72 ± 0.09 m, wt 69.0 ± 13.8 kg) volunteered to participate in the seated vs. supine study. Each subject completed 3 maximal reciprocal concentric/concentric repetitions of dominant knee extension/flexion on a Biodex System 2 isokinetic dynamometer at 60, 120, 180, 240 and 360 deg·sec-1 in the supine or prone and seated positions. Repeated measures ANOVA revealed that only seated flexion at 360 deg·sec-1 (57.6 ± 1.7 degrees) elicited significantly (p < 0.05) greater LR than prone (49.2 ± 2.8 degrees). No significant differences in LR extension or flexion existed at any velocity between the supine vs. seated positions. ANOVA also demonstrated differences between seated vs. prone torque, work and power at most velocities while there was no difference between seated vs. supine. LR is the only phase of an isokinetic repetition where quantifiable resistance is maintained and this data appears to support that it may not be position-dependent but position may alter traditional performance variables.
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Date Issued
2006
PURL
http://purl.flvc.org/fau/fd/FAUIR000489
Format
Document (PDF)