Understanding the effects of structured self-assessment in directed, self-regulated simulation-based training of mastoidectomy:A mixed methods study

Steven Arild Wuyts Andersen; Martin Frendø; Mads Guldager; Mads Sølvsten Sørensen

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Understanding the effects of structured self-assessment in directed, self-regulated simulation-based training of mastoidectomy:A mixed methods study

机译：了解结构化自我评估的乳腺切除术培训中结构性自我评估的影响：混合方法研究

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Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.

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《中华耳科学杂志（英文版）》 |2020年第004期|117-123|共7页
作者
Steven Arild Wuyts Andersen; Martin Frendø; Mads Guldager; Mads Sølvsten Sørensen;
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Department of Otorhinolaryngology-Head&Neck Surgery Rigshospitalet Blegdamsvej 9 DK-2100 Copenhagen Denmark;

The Simulation Centre at Rigshospitalet Copenhagen Academy for Medical Education and Simulation (CAMES) Centre for HR the Capital Region of Denmark. Rigshospitalet Afsnit 5404 Blegdamsvej 9 DK-2100 Copenhagen Denmark;

Department of Otorhinolaryngology-Head&Neck Surgery Rigshospitalet Blegdamsvej 9 DK-2100 Copenhagen Denmark;

The Simulation Centre at Rigshospitalet Copenhagen Academy for Medical Education and Simulation (CAMES) Centre for HR the Capital Region of Denmark. Rigshospitalet Afsnit 5404 Blegdamsvej 9 DK-2100 Copenhagen Denmark;

Department of Otorhinolaryngology-Head&Neck Surgery Rigshospitalet Blegdamsvej 9 DK-2100 Copenhagen Denmark;

The Simulation Centre at Rigshospitalet Copenhagen Academy for Medical Education and Simulation (CAMES) Centre for HR the Capital Region of Denmark. Rigshospitalet Afsnit 5404 Blegdamsvej 9 DK-2100 Copenhagen Denmark;

Department of Otorhinolaryngology-Head&Neck Surgery Rigshospitalet Blegdamsvej 9 DK-2100 Copenhagen Denmark;

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Understanding the effects of structured self-assessment in directed, self-regulated simulation-based training of mastoidectomy:A mixed methods study

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