Prompting medical students to self–assess their learning needs during the ageing and health module: a mixed methods study

ABSTRACT

Understanding our learning needs is fundamental for safe, effective and knowledge-based medical practice and facilitates life-long learning. A mixed methods study investigated fourth-year medical students’ self-perceived understanding of their learning needs using 1] a visual scale, before and after a four-week module in Ageing and Health (A&H) and 2] through focus group discussions. During 2013–14 academic year, all students (252) were invited to use a Visual Analogue Scale (VAS) tool to self-assess their learning needs that were linked to Ageing and Health curriculum learning outcomes. Assenting students (197 at pre-self-assessment, 201 at post-assessment) returned anonymous Visual Analogue Scales, self-assessing history-taking skills, examination skills, knowledge of medication use, co-morbidity, nutritional and swallowing assessment responses, before and after the A&H module. Three student focus groups explored whether completion of the VAS self-assessment had prompted improved self-awareness of their learning needs. The VAS responses increased for each curriculum domain with significant differences between the pre-and post responses – for the student-year-group. Nutritional and swallowing knowledge showed the greatest improvement from a self-assessed low baseline at entry. Focus-group students generally viewed the VAS tool positively, and as an aid for prompting consideration of current and future clinical practice. Some students recognised that ‘a need to be ready-for-work’ focused engaged learning; others demonstrated self-regulated learning through self-motivation and an action plan. The Visual Analogue Scale quantitative responses showed increased student-self-perceived learning for each curriculum domain at fourth-year completion of the A&H module, suggesting that prompting self-assessment had increased students’ knowledge and skills. Focus group students saw the VAS tool as useful for prompting awareness of their current and future learning needs. Additional educational strategies should be explored to enable all students to self-reflect and engage effectively on their learning needs, to gain the skills for the maintenance of professional medical competence.

Abbreviations: A&H: Ageing and Health Module; e-portfolio: an electronic version of an evidence portfolio, which allows medical students and graduates to reflect and document learning and competencies; F1: year1 of post-graduate medical clinical training; GMC: General Medical Council-the regulation organisation for maintaining standards for doctors in UK; Logbook: usually a written document which can be used to record procedures and attendance at clinics or case-based discussions and can be used to set learning outcomes and to structure teaching in clinical settings for medical students and doctors; PDP: personal development plan is used to plan future learning and skills needs for work and education with an plan for action/s outcome; SPSS: Statistical Package for the Social Sciences; VAS: Visual Analogue Scale is a visual method of describing an experience.

KEYWORDS:

• Medical students
• self-assessment
• learning outcomes
• quantitative and qualitative methods
• ageing and health module

Acknowledgments

The authors acknowledge the participation of the medical students in this research.

Authors’ Contributions

IMR conceived and coordinated the research. IMR and GK carried out data collection and all authors IMR, GK, JNMR, contributed to the data analyses and interpretation. All authors contributed to writing of the manuscript, reviewed the various iterations and gave approval for submission of the final manuscript.

Availability of data and materials

All data generated or analysed during this study are included in this published article [an in supplementary information files-https://figshare.com/s/5469e44e08092002e41c. Doi: 10.6084/m9.figshare.7294922].

Consent to publish

Not applicable

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

GK was in receipt of a Medical Student Summer Research Scholarship, Medical Education Centre, Queens University Belfast, awarded to IMR –[6 weeks]. JNR was in receipt of a NIHR research fellowship.