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首页> 外文期刊>Journal of Education and Health Promotion >A modified student personalized learning approach to prompt academic acquisition in health sciences
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A modified student personalized learning approach to prompt academic acquisition in health sciences

机译：一种改进的学生个性化学习方法，可促进健康科学领域的学术学习

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BACKGROUND: Metacognition activation is described as a pillar of a driver in the learning process. The current study investigated the effectiveness of a modified protocol of “student personalized learning” (SPL) (integrating elements of differentiation approach) on metacognitive skills development. MATERIALS AND METHODS: A cross-sectional study was conducted among 22 bachelors during the academic period of 2016–2017. A SPL program was designed in magnetic resonance physical principles (16 courses of 2 h). The participants underwent pre-SPL evaluation tests as to assess their respective prior knowledge, learning style, and metacognitive skills. Attendant advisory meeting allocated personalized educational planning and educational resources. During SPL, students were regularly monitored by advisory supervising meetings. Descriptive statistics were used to describe the features of the data (sums, frequencies, percentages, means, and standard deviations). RESULTS: The results showed a visual learning style emerging as prevalent (61.9%). The completion rate of SPL was 73%. SPL participants passed the educational module with a mean final examination score reaching 16.72 ± 3 versus 10.7 ± 5 assessed by prior knowledge testing ( P 0.05). The average global metacognition score enhanced from average to very good. Knowledge and control of self, knowledge and control of process planning, and knowledge of process regulation increased from average to very good levels. CONCLUSIONS: The resorted SPL proved its efficacy in recruiting and developing metacognitive skills. Nevertheless, knowledge and control of process-evaluation metacognitive component needs to be further investigated, especially when SPL relies on a short-term program.
机译：背景：元认知激活被描述为学习过程中驾驶员的支柱。当前的研究调查了改进的“学生个性化学习”（SPL）协议（差异化方法的集成元素）对元认知技能发展的有效性。材料与方法：在2016-2017学年期间，对22名学士进行了横断面研究。根据磁共振物理原理设计了一个SPL程序（2个疗程的16个疗程）。参与者接受了SPL之前的评估测试，以评估他们各自的先验知识，学习风格和元认知技能。参加者咨询会议分配了个性化的教育计划和教育资源。在SPL期间，通过咨询监督会议定期监视学生。描述性统计用于描述数据的特征（总和，频率，百分比，均值和标准差）。结果：结果显示一种视觉学习风格正在普及（61.9％）。 SPL的完成率为73％。 SPL参与者通过了教育模块，平均最终考试得分达到16.72±3，而先前的知识测验则达到了10.7±5（P <0.05）。全球平均元认知得分从平均提高到非常高。自我的知识和控制，过程计划的知识和控制以及过程调节的知识从平均水平提高到非常好的水平。结论：诉诸SPL证明了其在招募和发展元认知技能中的功效。然而，过程评估元认知成分的知识和控制有待进一步研究，特别是当SPL依赖短期计划时。

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