L’intégration des évaluations de l’apprentissage autorégulé dans les activités d’évaluation dans les professions de la santé : un appel à l’action
DOI :
https://doi.org/10.36834/cmej.73855Résumé
Dans quelle mesure les professionnels de la santé et les étudiants ont-ils été préparés aux exigences inévitables de nouveaux apprentissages qui se présenteront à eux à l’avenir? Étant donné la rapidité avec laquelle les « connaissances de base en matière de soins de santé » évoluent, les enseignants en médecine ont la responsabilité de vérifier si les étudiants ont développé la capacité d’autoréguler adéquatement leurs apprentissages. Ceux qui pratiquent efficacement l’apprentissage autorégulé (AAR) surveillent et contrôlent habilement leur cognition, leur motivation, leur comportement et leur environnement pour s’adapter à la nécessité de nouveaux apprentissages. Cependant, les programmes d’études médicales évaluent rarement la capacité des étudiants à s’engager dans ce processus stratégique. Dans cet exposé de position, nous plaidons en faveur d’un changement de paradigme vers une évaluation plus ciblée de l’AAR dans les formations doctorale et postdoctorale, ainsi que pour les activités d’évaluation. Plus précisément, nous explorons les résultats convaincants de l’emploi d’un mélange innovant de principes issus de la recherche en matière d’AAR et d’évaluations de la préparation à l’apprentissage futur. Nous proposons des recommandations pour une collaboration entre les responsables de la conception de programmes d’études, ceux de l’élaboration du cursus, ceux chargés de l’évaluation dans les programmes d’études prédoctorales et postdoctorales et les organismes responsables de l’octroi d’un titre de compétence en vue de créer des évaluations intégrées qui mesurent la méthode et la qualité de l’AAR chez les étudiants. Les programmes d’études tardent encore à traduire dans la pratique la reconnaissance de l’importance de l’apprentissage tout au long de la vie dans l’éducation médicale. Continuer à négliger ces compétences importantes ne ferait que nuire aux étudiants en médecine et potentiellement à leurs futurs patients.
Statistiques
Références
Butler DL, Winne PH. Feedback and self-regulated learning: A theoretical synthesis. Rev Educ Res. 1995;65(3):245-281. https://doi.org/10.3102/00346543065003245
Cleary TJ, Durning SJ, Artino AR. Microanalytic assessment of self-regulated learning during clinical reasoning tasks: recent developments and next steps. Acad Med. 2016;91(11):1516-1521. https://doi.org/10.1097/ACM.0000000000001228
Durning SJ, Cleary TJ, Sandars J, Hemmer P, Kokotailo P, Artino AR. Perspective: Viewing “strugglers” through a different lens: How a self-regulated learning perspective can help medical educators with assessment and remediation. Acad Med. 2011;86(4):488-495. https://doi.org/10.1097/ACM.0b013e31820dc384
Cutrer WB, Miller B, Pusic M V., et al. Fostering the development of master adaptive learners. Acad Med. 2017;92(1):70-75. https://doi.org/10.1097/ACM.0000000000001323
Mylopoulos M, Brydges R, Woods NNN, Manzone J, Schwartz DLDL. Preparation for future learning: A missing competency in health professions education? Med Educ. 2016;50(1):115-123. https://doi.org/10.1111/medu.12893
McAlister FA, Cram P, Bell CM. Comparing Canadian health care to that in other countries: looking beyond the headlines. CMAJ. 2018;190(8):E207-E208. https://doi.org/10.1503/cmaj.171527
Dhalla IA, Tepper J. Improving the quality of health care in Canada. CMAJ. 2018;190(39):E1162-E1167. https://doi.org/10.1503/cmaj.171045
Panadero E. A review of self-regulated learning: Six models and four directions for research. Front Psychol. 2017;8(APR):422. https://doi.org/10.3389/FPSYG.2017.00422/BIBTEX
Pintrich PR. The role of goal orientation in self-regulated learning. In: Handbook of Self-Regulation. Elsevier; 2000:451-502. https://doi.org/10.1016/B978-012109890-2/50043-3
Mylopoulos M, Woods NN. Preparing medical students for future learning using basic science instruction. Med Educ. 2014;48(7):667-673. https://doi.org/10.1111/medu.12426
Manzone JC, Mylopoulos M, Ringsted C, Brydges R. How supervision and educational supports impact medical students’ preparation for future learning of endotracheal intubation skills: a non-inferiority experimental trial. BMC Med Educ. 2021;21(1):1-9. https://doi.org/10.1186/s12909-021-02514-0
Zimmerman BJ. Attaining self-regulation: A social cognitive perspective. In: Handbook of Self-Regulation. Elsevier; 2000:13-39. https://doi.org/10.1016/B978-012109890-2/50031-7
Carver CS, Scheier MF. Attention and Self-Regulation: A Control-Theory Approach to Human Behavior. Springer Science & Business Media; 2012.
Butler DL. Investigating self-regulated learning using in-depth case studies. In. In: Zimmerman BJ, Schunk DH, eds. Educational Psychology Handbook Series. Handbook of Self-Regulation of Learning and Performance. New York, NY: Routledge/Taylor & Francis Group; 2011:346-360.
Hadwin AF, Järvelä S, Miller M. Self-Regulated, Co-Regulated, and Socially Shared Regulation of Learning. In: Schunk DH, Zimmerman B, eds. Handbook of Self-Regulation of Learning and Performance. New York, NY: Routledge; 2011:65–84.
Winne PH, Hadwin AF. The weave of motivation and self-regulated learning. In: Schunk DH, Zimmerman BJ, eds. Motivation and Self-Regulated Learning: Theory, Research, and Applications. Lawrence Erlbaum Associates Publishers; 2008:297-314.
Brydges R, Manzone J, Shanks D, et al. Self-regulated learning in simulation-based training: A systematic review and meta-analysis. Med Educ. 2015;49(4):368-378. https://doi.org/10.1111/medu.12649
Greene JA, Azevedo R. A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system. Contemp Educ Psychol. 2009;34(1):18-29. https://doi.org/10.1016/j.cedpsych.2008.05.006
Loyens SMM, Magda J, Rikers RMJP. Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educ Psychol Rev. 2008;20(4):411-427. https://doi.org/10.1007/s10648-008-9082-7
Baker L, Wright S, Mylopoulos M, Kulasegaram K, Ng S. Aligning and Applying the Paradigms and Practices of Education. Acad Med. 2019;94(7):1060. https://doi.org/10.1097/ACM.0000000000002693
Tavares W, Hodwitz K, Rowland P, et al. Implicit and inferred: on the philosophical positions informing assessment science. Adv Heal Sci Educ. 2021:1-27. https://doi.org/10.1007/s10459-021-10063-w
Tavares W, Kuper A, Kulasegaram K, Whitehead C. The compatibility principle: on philosophies in the assessment of clinical competence. Adv Heal Sci Educ. 2020;25(4):1003-1018. https://doi.org/10.1007/s10459-019-09939-9
Schwartz DL, Lindgren R, Lewis S. Constructivism in an age of non-constructivist assessments. Constr Instr Success or Fail. 2009:34-61.
Ng SL, Kangasjarvi E, Lorello GR, Nemoy L, Brydges R. ‘There shouldn’t be anything wrong with not knowing’: epistemologies in simulation. Med Educ. 2019;53(10). https://doi.org/10.1111/medu.13928
Hofer BK, Pintrich PR. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Rev Educ Res. 1997;67(1):88-140. https://doi.org/10.3102/00346543067001088
Butler DL, Cartier SC. Case studies as a methodological framework for studying and assessing self-regulated learning. In: Schunk D, Greene J, eds. Handbook of Self-Regulation of Learning and Performance. New York, NY: Routledge; 2018:352-369. https://doi.org/10.4324/9781315697048-23
Butler DL, Cartier SC. Multiple Complementary Methods for Understanding Self-regulated Learning as Situated in Context. In: Annual Meetings of the American Educational Research Association. Montreal, QC; 2005.
Järvenoja H, Järvelä S, Malmberg J. Understanding regulated learning in situative and contextual frameworks. Educ Psychol. 2015;50(3):204-219. https://doi.org/10.1080/00461520.2015.1075400
Hadwin A, Oshige M. Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory. Teach Coll Rec. 2011;113(2):240-264. https://doi.org/10.1177/016146811111300204
Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation: A systematic review and meta-analysis. Acad Med. 2013;88(8). https://doi.org/10.1097/ACM.0b013e31829a365d
McGaghie WC, Issenberg SB, Barsuk JH, Wayne DB. A critical review of simulation‐based mastery learning with translational outcomes. Med Educ. 2014;48(4):375-385. https://doi.org/10.1111/medu.12391
Feuerstein R, Rand YA, Hoffman MB. The Dynamic Assessment of Retarded Performers: The Learning Potential Assessment Device, Theory, Instruments, and Techniques. Baltimore: University Park Press; 1979.
Elliott JG. Dyanmic assessment in educational settings: realising potential. Educ Rev. 2003;55(1):15-32. https://doi.org/10.1080/00131910303253
Elliott JG, Resing WCM, Beckmann JF. Dynamic assessment: a case of unfulfilled potential? Educ Rev. 2018;70(1):7-17. https://doi.org/10.1080/00131911.2018.1396806
Bransford JD, Schwartz DL. Rethinking transfer: A simple proposal with multiple implications. Rev Res Educ. 1999;24:61-100. https://doi.org/10.2307/1167267
Schwartz DL, Bransford JD, Sears D. Efficiency and innovation in transfer. In: Mestre JP, ed. Transfer of Learning from a Modern Multidisciplinary Perspective. Greenwich: Information Age Publishing; 2005:1-51.
Sitzmann T, Ely K. A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychol Bull. 2011;137(3):421-442. https://doi.org/10.1037/a0022777
Martin L, Schwartz DL. Prospective adaptation in the use of external representations. Cogn Instr. 2009;27(4):370-400. https://doi.org/10.1080/07370000903221775
Belenky DM, Nokes-Malach TJ. Motivation and transfer: The role of mastery-approach goals in preparation for future learning. J Learn Sci. 2012;21(3):399-432. https://doi.org/10.1080/10508406.2011.651232
Steenhof N, Woods NN, Van Gerven PWM, Mylopoulos M. Productive failure as an instructional approach to promote future learning. Adv Heal Sci Educ. 2019;24(4):739-749. https://doi.org/10.1007/s10459-019-09895-4
Bernacki ML, Byrnes JP, Cromley JG. The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments. Contemp Educ Psychol. 2012;37(2):148-161. https://doi.org/10.1016/j.cedpsych.2011.12.001
Chaudhary ZK, Mylopoulos M, Barnett R, et al. Reconsidering Basic: Integrating Social and Behavioral Sciences to Support Learning. Acad Med. 2019;94(11S Association of American Medical Colleges Learn Serve Lead):S73-S78. https://doi.org/10.1097/ACM.0000000000002907
Hatala R, Marr S, Cuncic C, Bacchus CM. Modification of an OSCE format to enhance patient continuity in a high-stakes assessment of clinical performance. BMC Med Educ. 2011;11(1):1-5. https://doi.org/10.1186/1472-6920-11-23
Azevedo R, Harley J, Trevors G, et al. Using trace data to examine the complex roles of cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent systems. In: International Handbook of Metacognition and Learning Technologies. Springer; 2013:427-449. https://doi.org/10.1007/978-1-4419-5546-3_28
Hadwin AF, Nesbit JC, Jamieson-Noel D, Code J, Winne PH. Examining trace data to explore self-regulated learning. Metacognition Learn. 2007;2(2-3):107-124. https://doi.org/10.1007/s11409-007-9016-7
Winne PH. Improving measurement of self-regulated learning. Educ Psychol. 2010;45(4):267-276. https://doi.org/10.1080/00461520.2010.517150
Shariff F, Hatala R, Regehr G. The nature of learning from simulation: now I know it, now I’ll do it, I’ll work on that. Med Educ. 2020;54(7):652-659. https://doi.org/10.1111/medu.14153
Shariff F, Hatala R, Regehr G. Learning after the simulation is over: the role of simulation in supporting ongoing self-regulated learning in practice. Acad Med. 2020;95(4):523-526. https://doi.org/10.1097/ACM.0000000000003078
Harrison CJ, Könings KD, Schuwirth L, Wass V, van der Vleuten C. Barriers to the uptake and use of feedback in the context of summative assessment. Adv Heal Sci Educ. 2015;20(1):229-245. https://doi.org/10.1007/s10459-014-9524-6
Harrison CJ, Könings KD, Molyneux A, Schuwirth LWT, Wass V, van der Vleuten CPM. Web‐based feedback after summative assessment: how do students engage? Med Educ. 2013;47(7):734-744. https://doi.org/10.1111/medu.12209
Eva KW, Munoz J, Hanson MD, Walsh A, Wakefield J. Which factors, personal or external, most influence students’ generation of learning goals? Acad Med. 2010;85(10):S102-S105. https://doi.org/10.1097/ACM.0b013e3181ed42f2
Eva KW, Regehr G. Self-assessment in the health professions: a reformulation and research agenda. Acad Med. 2005;80(10):S46-S54. https://doi.org/10.1097/00001888-200510001-00015
Regehr G, Eva K. Self-assessment, self-direction, and the self-regulating professional. Clin Orthop Relat Res. 2006;449:34-38. https://doi.org/10.1097/01.blo.0000224027.85732.b2
Eva KW, Regehr G. “I’ll never play professional football” and other fallacies of self‐assessment. J Contin Educ Health Prof. 2008;28(1):14-19. https://doi.org/10.1002/chp.150
Eva KW, Regehr G. Exploring the divergence between self-assessment and self-monitoring. Adv Health Sci Educ Theory Pract. 2011;16(3):311-329. https://doi.org/10.1007/s10459-010-9263-2
Kapur M. Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning. Educ Psychol. 2016;51(2):289-299. https://doi.org/10.1080/00461520.2016.1155457
Loibl K, Roll I, Rummel N. Towards a theory of when and how problem solving followed by instruction supports learning. Educ Psychol Rev. 2017;29(4):693-715. https://doi.org/10.1007/s10648-016-9379-x
Téléchargements
Publié-e
Versions
- 2022-08-27 (2)
- 2022-08-05 (1)
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Ryan Brydges, Marcus Law, Irene WY Ma, Adam Gavarkovs 2022
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La soumission d’un manuscrit original à la revue constitue une indication qu’il s’agit d’un travail original, qu’il n’a jamais été publié et qu’il n’est pas envisagé pour publication dans une autre revue. S’il est accepté, il sera publié en ligne et ne pourra l’être ailleurs sous la même forme, à des fins commerciales, dans quelque langue que ce soit, sans l’accord de l’éditeur.
La publication d’une recherche scientifique a pour but la diffusion de connaissances et, sous un régime sans but lucratif, ne profite financièrement ni à l’éditeur ni à l’auteur.
Les auteurs qui publient dans la Revue canadienne d’éducation médicale acceptent de publier leurs articles sous la licence Creative Commons Paternité - Pas d’utilisation commerciale, Pas de modification 4.0 Canada. Cette licence permet à quiconque de télécharger et de partager l’article à des fins non commerciales, à condition d’en attribuer le crédit aux auteurs. Pour plus de détails sur les droits que les auteurs accordent aux utilisateurs de leur travail, veuillez consulter le résumé de la licence et la licence complète.
