Motivational Components Involved in the Metamotivational Monitoring in Medical Students

Background: Theoretical implications of self-regulated learning emphasize that self-regulation of motivation (metamotivation) plays an important role in learning, effort, perseverance, and academic success in general. Metamotivation is how people monitor and control their motivational states to achieve their goals. Researchers believe that metamotivation includes two reciprocal processes: metamotivational monitoring, evaluating whether the person has selected the proper level (quantity) and type (quality) of motivation to perform his tasks; and metamotivational control, using the results of the monitoring phase and applying suitable strategies for adapting or changing the motivation. In metamotivational monitoring, students try to identify the declined motivational component in order to regulate its quantity and quality using motivational regulation strategies. In this field, two important questions arise: How can identify and measure the motivational components involved in metamotivational monitoring? and: Which motivational component is targeted by the medical students when they use every motivational regulation strategy? Methods: Applying a multi-stage study, motivational components involved in metamotivational monitoring were characterized and a questionnaire developed. Then, using Structural Equation Modeling, predictive relationships between motivational components and motivational regulation strategies were investigated. Results: The Motivational Components Questionnaire (MCQ) showed acceptable evidence of validity and reliability. In the Exploratory Factor Analysis, 6 factors were discovered that explained 74% of the total variance. In examining the predictive relationships, each of the four components of self-efficacy, intrinsic value, self-relevant value and promotion value were specifically predicted by two motivational regulation strategies. Conclusions: Evidence of validity and reliability of the MCQ indicates that this questionnaire can be used in medical education contexts. Health Profession Educators can improve the academic motivation of students by identifying one or more declined motivational component and teaching specific motivational regulation strategies. It is recommended to hold training courses on motivational regulation strategies for medical school faculty, study-skills advisors, and students

Medical Students’ Attitudes about Team-Based Learning in a Pre-Clinical Curriculum

Background: Team-Based Learning is relatively new in medical education. Team-Based Learning was integrated into one medical school\u27s pre-clinical curriculum in 2002. Purpose: This study compared how medical students\u27 attitudes about the Team-Based Learning process changed between the first and second year of medical school. Method: 180 students responded to 19 statements regarding their attitudes about Team-Based Learning during their first and second year of medical school. Data were analyzed using a Mann-Whitney U test. Results: Significant changes in attitudes occurred in the areas of Professional Development, Satisfaction with Team Experience, and Satisfaction with Peer Evaluation but not in the areas of Team Impact on Quality of Learning and Team Impact on Clinical Reasoning Ability. Conclusion: This study demonstrates that students\u27 attitudes about working within teams, their sense of professional development, and comfort and satisfaction with peer evaluation change in a curriculum using Team-Based Learning

Metamotivation in Medical Students: Explaining Motivation Regulation Strategies in Medical Students

BACKGROUND: Metamotivation is a process that students use to monitor their motivational states to reach their academic goals. To date, few studies have addressed the ways that medical students manage their motivational states. This study aim to identify the motivational strategies of medical students as they use the metamotivational process to monitor and control their motivational states. MATERIALS AND METHODS: This qualitative study uses directed content analysis of the narrative responses of 18 medical students to draft an in-depth and semistructured interview protocol which were conducted through WhatsApp due to social distance restrictions of COVID-19. Data were collected, encoded, and analyzed using deductive content analysis approach descripted by Elo and Kyngäs. RESULTS: Seven main themes were extracted as the motivational strategies of medical students including “regulation of value,” “regulation of situational interest,” “self-consequating,” “environmental structuring,” “efficacy management,” “regulation of relatedness,” and “regulation of situational awareness.” In this study by identifying new strategies, we provide a broader framework of metamotivational strategies in the field of the progression of learners in medical education. CONCLUSION: Medical students use a variety of strategies to regulate their academic motivation. To sustain and improve the motivation of medical students, identifying and strengthening metamotivational strategies is the first step

A Cohort Study Assessing the Impact of Anki as a Spaced Repetition Tool on Academic Performance in Medical School

Introduction Anki is an application that capitalizes upon the techniques of spaced repetition and is increasingly utilized by medical students for examination preparation. This study examines the impact of Anki usage in a medical school curriculum on academic performance. Secondary objectives analyzed individual Anki utilization and a qualitative assessment of Anki use. Methods A cohort-control study was conducted at Boonshoft School of Medicine. One hundred thirty first-year medical students were enrolled in an Anki utilization training program from July 2021 to September 2021. Training included educational Anki courses and subsequent survey data collection over Anki usage. Data variables included all course final examinations, the Comprehensive Basic Science Exam (CBSE), individual Anki user statistics, nationally standardized exams scores, and Qualtrics surveys on student perceived ease of use. Results Seventy-eight students reported using Anki for at least one of the exams, and 52 students did not use Anki for any exam. Anki users scored significantly higher across all four exams: Course I (6.4%; p \u3c 0.001); Course II (6.2%; p = 0.002); Course III (7.0%; p = 0.002); and CBSE (12.9%; p = 0.003). Students who reported higher dependency on Anki for studying performed significantly better on the Course I, II, and CBSE exams. Conclusion Anki usage may be associated with an increase in standardized examination scores. This supports Anki as an evidence-based spaced repetition and active retrieval learning modality for medical school standardized examinations. There was little correlation between its specific statistical markers and examination performance. This is pertinent to physicians and medical students alike as the learning and preservation of biomedical knowledge is required for examinations and effective clinical care

Movements of Wolves at the Northern Extreme of the Species' Range, Including during Four Months of Darkness

Information about wolf (Canis lupus) movements anywhere near the northern extreme of the species' range in the High Arctic (>75°N latitude) are lacking. There, wolves prey primarily on muskoxen (Ovibos moschatus) and must survive 4 months of 24 hr/day winter darkness and temperatures reaching −53 C. The extent to which wolves remain active and prey on muskoxen during the dark period are unknown, for the closest area where information is available about winter wolf movements is >2,250 km south. We studied a pack of ≥20 wolves on Ellesmere Island, Nunavut, Canada (80°N latitude) from July 2009 through mid-April 2010 by collaring a lead wolf with a Global Positioning System (GPS)/Argos radio collar. The collar recorded the wolf's precise locations at 6:00 a.m. and 6:00 p.m. daily and transmitted the locations by satellite to our email. Straight-line distances between consecutive 12-hr locations varied between 0 and 76 km. Mean (SE) linear distance between consecutive locations (n = 554) was 11 (0.5) km. Total minimum distance traveled was 5,979 km, and total area covered was 6,640 km2, the largest wolf range reported. The wolf and presumably his pack once made a 263-km (straight-line distance) foray to the southeast during 19–28 January 2010, returning 29 January to 1 February at an average of 41 km/day straight-line distances between 12-hr locations. This study produced the first detailed movement information about any large mammal in the High Arctic, and the average movements during the dark period did not differ from those afterwards. Wolf movements during the dark period in the highest latitudes match those of the other seasons and generally those of wolves in lower latitudes, and, at least with the gross movements measurable by our methods, the 4-month period without direct sunlight produced little change in movements

Effective Small Group Learning: Guide Supplement 48.1 - Viewpoint

The author discusses aspects of the book Effective small group learning: AMEE Guide no. 48.1, by D. Edmunds and G. Brown. The author states that the book immediately begs the question on why there is small group learning use. He also adds that the authors of the book highlight the need of students and faculty members for an effective small group learning