Understanding the effects of structured self-assessment in directed, self-regulated simulation-based training of mastoidectomy: A mixed methods study
Research output: Contribution to journal › Journal article › Research › peer-review
Standard
Understanding the effects of structured self-assessment in directed, self-regulated simulation-based training of mastoidectomy : A mixed methods study. / Andersen, Steven Arild Wuyts; Frendø, Martin; Guldager, Mads; Sørensen, Mads Sølvsten.
In: Journal of Otology, Vol. 15, No. 4, 2020, p. 117-123.Research output: Contribution to journal › Journal article › Research › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - Understanding the effects of structured self-assessment in directed, self-regulated simulation-based training of mastoidectomy
T2 - A mixed methods study
AU - Andersen, Steven Arild Wuyts
AU - Frendø, Martin
AU - Guldager, Mads
AU - Sørensen, Mads Sølvsten
PY - 2020
Y1 - 2020
N2 - 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, self-assessment 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.
AB - 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, self-assessment 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.
KW - Directed
KW - Self-regulated learning
KW - Simulation-based training
KW - Structured self-assessment
KW - Technical skills training
KW - Temporal bone surgery
KW - Virtual reality surgical simulation
U2 - 10.1016/j.joto.2019.12.003
DO - 10.1016/j.joto.2019.12.003
M3 - Journal article
C2 - 33293910
AN - SCOPUS:85077155789
VL - 15
SP - 117
EP - 123
JO - Journal of Otology
JF - Journal of Otology
SN - 1672-2930
IS - 4
ER -
ID: 260600793