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ORIGINAL ARTICLE
Year : 2019  |  Volume : 8  |  Issue : 1  |  Page : 156

A modified student personalized learning approach to prompt academic acquisition in health sciences


1 Department of Medical Physics and Radiology, School of Allied Medical Sciences, Shahrekord University of Medical Sciences, Shahrekord, Iran
2 Department of Cardiology and Cardiac Surgery, School of Medicine, Shahrekord University of Medical Sciences, Shahrekord, Iran
3 Department of Psychiatry, School of Medicine, Shahrekord University of Medical Sciences, Shahrekord, Iran
4 Department of Speech and Language Pathology, School of Allied Medical Sciences, Shahrekord University of Medical Sciences, Shahrekord, Iran
5 Department of Medical Education, School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Correspondence Address:
Dr. Mathias Hossain Aazami
Department of Cardiology and Cardiac Surgery, School of Medicine, Shahrekord University of Medical Sciences, Shahrekord
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jehp.jehp_102_19

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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.


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