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Anupong Kantiwong. The Study of Peer Assisted Learning and Self Regulated Learning through Clinical Years Medical Students Perspectives. (). Mae Fah Luang University. Learning Resources and Educational Media Center. : , .
The Study of Peer Assisted Learning and Self Regulated Learning through Clinical Years Medical Students Perspectives
Name: Sakarn Charoensakulchai
Address:
333 Moo1, Thasud, Muang, Chiang Rai 57100
Organization :
GMSMJ. Hosting by Mae Fah Luang University
Email :
ask.library@mfu.ac.th
Name: Anupong Kantiwong
ThaSH:
Medical students
ThaSH:
Medicine
ThaSH:
Self-culture
ThaSH:
Self-managed learning
ThaSH:
Learning
Abstract:
Background: Clinical-years learning is a part of undergraduate medical training that shifted from lectured-based learning to outcome-based education focusing on authentic situation. There are several learning methods which clinical-years medical students can use for academic achievement such as peer-assisted learning (PAL) and self-regulated learning (SRL).
Objective: This study aimed to assess effectiveness of PAL and SRL in clinical medical students perspectives.
Methods: A total of 142 medical students responded to standardized 5-rating scale questionnaire including 6 aspects of perspectives; knowledge acquired, accuracy of information given, clinical skills acquired, active learning stimulation, comfortable learning environment and time consumption. Exploratory factor analysis (EFA) demonstrating component matrix of perspective on PAL and SRL effectiveness were analyzed.
Results: SRL had higher factor loadings (λ) on perspectives toward knowledge acquired, active learning stimulation and comfortable learning environment than PAL (λSRL = 0.799, 0.781 and 0.809 respectively and λPAL = 0.707, 0.658 and 0.632 respectively); however, PAL yielded greater factor loadings on clinical skills learning and time consumption (λPAL = 0.717 and 0.858 respectively) in comparison with SRL (λSRL = 0.521 and 0.703 respectively). There were almost an equal factor loading when regard to the perspectives toward accuracy of information given (λPAL = 0.784 and λSRL = 0.783).
Conclusion: PAL had high impact on clinical skills learning because peer-learners could interact with peer-teachers. SRL provided much knowledge acquired because researching and summarizing information individually would promote long-term memories and stimulated active learning in many medical students. Both methods should be encouraged simultaneously in order to promote successful learning outcomes.
Mae Fah Luang University. Learning Resources and Educational Media Center
Address:
CHIANG RAI
Email:
library@mfu.ac.th
Modified:
2021-09-20
Issued:
2021-09-20
บทความ/Article
application/pdf
BibliograpyCitation :
GMS Medicine Journal. Vol.1, No.2 (May - August 2021) : p.33-39
GMS Medicine Journal Vol. 1 No. 2 May-August 2021 33-39
eng
©copyrights Mae Fah Luang University
RightsAccess:
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Sakarn Charoensakulchai
| Title | Contributor | Type |
|---|---|---|
| The Study of Peer Assisted Learning and Self Regulated Learning through Clinical Years Medical Students Perspectives
มหาวิทยาลัยแม่ฟ้าหลวง Sakarn Charoensakulchai;Anupong Kantiwong | บทความ/Article | |
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Anupong Kantiwong
| Title | Contributor | Type |
|---|---|---|
| The Study of Peer Assisted Learning and Self Regulated Learning through Clinical Years Medical Students Perspectives
มหาวิทยาลัยแม่ฟ้าหลวง Sakarn Charoensakulchai;Anupong Kantiwong | บทความ/Article | |
| Perspectives of Health System Sciences Education among Young Physicians in Provincial Settings
มหาวิทยาลัยแม่ฟ้าหลวง Sakarn Charoensakulchai;Anupong Kantiwong | บทความ/Article |