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Otros temas : Enhancing students’ learning in problem based learning: validation of a self-ass

Enviado por Biblio on 16/11/2015 10:42:50 (41 Lecturas)

http://www.biomedcentral.com/1472-6920/15/140

BMC Medical Education | Full text | Enhancing students’ learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

Enhancing students’ learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking
Umatul Khoiriyah, Chris Roberts, Christine Jorm and C. P. M. Van der Vleuten

BMC Medical Education 2015, 15:140 doi:10.1186/s12909-015-0422-2

The electronic version of this article is the complete one and can be found online at: http://www.biomedcentral.com/1472-6920/15/140

Received: 7 March 2015
Accepted: 14 August 2015
Published: 26 August 2015
© 2015 Khoiriyah et al.

Abstract

Background
Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure.

Methods
We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha.

Results
The 14 item SSACT consisted of two domains “active learning” and “critical thinking.” The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other.

Conclusions
The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.