Code : 9345-352222      Created Date : Wednesday, December 28, 2016   Visit : 1604

AMEE 2016

The report of AMEE 2016 by Dr. Roghayeh Gandomkar
Application Code :
306-0216-0154
 
Created Date : Friday, October 7, 2016-20:53 20:53:26Update Date : Tuesday, December 20, 2016-15:10 15:10:45
IP Address : 91.98.199.6Submit Date : Tuesday, December 20, 2016-15:11 15:11:11Email : rgandomkar@tums.ac.ir
Personal Information
Name : Roghayeh
Surname : Gandomkar
School/Research center : Educational Development Center
If you choose other, please name your Research center :  
Position : Assistant professor
Tel : +21-88-955712
Information of Congress
Title of the Congress : AMEE 2016
Title of your Abstract : A microanalytic assessment of self-regulatory processes of medical students during a biomedical science learning task
Destination Country : Spain
From : Friday, August 26, 2016
To : Friday, September 2, 2016
Abstract(Please copy/paste the abstract send to the congress) : Introduction: There is evidence that academic success of medical students is related to their use of self-regulated learning (SRL) processes (1). The aim of this thesis was to utilise a SRL microanalytic assessment method in medical education 1) to identify the SRL processes of medical students for selected SRL measures during a biomedical science learning task, 2) to investigate the associations of SRL measures with students’biomedical science performance, 3) to examine the associations of SRL measures with the sex of medical students and 4) to test the correlations between the various SRL measures of three phases of self-regulation. 
Methods: 76 Year 1 medical students were recruited based on their prior performance in biomedical science exams and stratified into previous high and low performers. A SRL microanalytic interview was administered during a biomedical science learning task; Questions regarding forethought phase (self-efficacy, goal setting and strategic planning measures), performance phase (metacognitive monitoring measure) and self-reflection phase (causal attributions and adaptive inferences measures) were asked before, during and after completing the task, respectively. Verbal responses were recorded verbatim and afterwards coded by two independent assessors. kappa coefficient of 0.89-0.98 was attained by two coders. Information was processed by descriptive and inferential statistics. 
Results Descriptive statistics showed that most participants (88.2‒43.4%) reported task-specific processes for SRL measures. Multiple logistic regression analyses revealed that Students who exhibited higher self-efficacy (odds ratio [OR] 1.48, 95% confidence interval [CI] 1.03‒2.12) and reported task-specific processes for metacognitive monitoring (OR 9.04, 95% CI 1.37‒59.64) and causal attributions (OR 9.8, 95% CI 1.96‒39.34) measures were more likely to be high previous performers. Only the causal attributions measure (OR 23, 95% CI 4.57‒115.76) was associated with the learning task performance. Univariate analyses demonstrated that low previous female performers had significantly lower self-efficacy beliefs than low previous male performers (p = 0.035). There were no sex differences on any of the other microanalytic measures (p > 0.05). Phi coefficient revealed significant correlations between several SRL measures within and across the three phases. 
Discussion: We identified important associations between SRL microanalytic measures and previous biomedical science performance and subsequent performance on a biomedical science learning task. We also recognized high levels of inter-rater reliability and significant relationships between the SRL measures of three phases of self-regulation. Comparing our findings with wider context of using SRL microanalytic approaches in science learning demonstrated that a SRL microanalytic protocol can detect differences in self-regulatory processes throughout the three phases of cyclical model of SRL among participants at different levels of prior science achievement (2). 
Conclusions: These findings have implications to offer the educators a framework for providing feedback on SRL processes which is essential for effective feedback and improving performance. There are also potential applications for directing the content of formal remediation interventions in the early years of medical school. 
References:
1. Lucieer SM, Jonker L, Visscher C, Rikers RM, Themmen AP. Self-regulated learning and academic performance in medical education. Med teach. 2015; 1-9.
2. Cleary TJ, Zimmerman BJ. Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychol Schools. 2004; 41(5):537-50.
Keywords of your Abstract : SELF-REGULATED LEARNING, MEDICAL STUDENT, MICROANALYSIS
Acceptance Letter : http://gsia.tums.ac.ir/images/UserFiles/33577/Forms/306/Acce_1_2.pdf
The presentation : Oral
The Cover of Abstract book : http://gsia.tums.ac.ir/images/UserFiles/33577/Forms/306/Cov_3.pdf
Published abstract in the abstract book with the related code : http://gsia.tums.ac.ir/images/UserFiles/33577/Forms/306/Abs_3_1.pdf
Where has your abstract been indexed? : none
If you choose other, please name :  
The Congress Reporting Form
How many volunteers were present at the Congress? : More than 3000 volunteers were present at the congress.
Delegates from which countries presented in the congress? : Delegates from many countries around the world including UK, Netherland, Sweden, Australia, USA, Canada and so on presented in the congress.
Were the delegates of any other organizations present in the congress? : No
If yes, please write the names of the organizations in the box :  
What were the responses to your talking points? Were specific questions or concerns raised? : APPLICATION OF PRESENTATION IN OUR UNIVERSITY

During the congress, many new idea was mentioned and a plenty of experiences was recalled. it is our responsibility to adopt this innovative idea and experiences in our country.

Moreover, TUMS as one of the high ranked university in our country and pioneer of medical education in some areas especially implementation of systematic evaluation and curriculum revision needs many idea to improve its structure. My concern is how we can implement this new idea in a such heterogeneous and diverse environment of Tehran University of Medical Sciences
If you met staff members, please list their full names & positions. : Professor Gordon, the President of WFME
Professor John Sandars, The University of Sheffield 
Please inform us if there are any follow up actions we need to talk with the members of the congress : There is no any special issue in this regard. 
The AMEE congress participation fee is high, so that, most of the PhD students and faculty could not participate in this important congress.

For a medical education as a new dicipline which there are not expertise in some area it is important to communicate with pioneer university
Your experiences about the travel processes(Providing ticket, accommodation,...) :
Problems in getting visa and issues like this are other barriers to participate in the congress. The best thing is to provide more opportunity and support for academics to participate more in congress like this. 
Please give a briefing of your own observations and outcomes of the congress: : AMEE is an international congress in the subject of medical education. 
Participation in a very large community of medical educators was inspiring for me. Sharing our experiences would be valuable for future decision making.

AMEE conference provides diverse experiences for participants. workshops hold during the conference was valuable particularly. We can get idea for faculty development courses in our country.

Moreover, posters hall was very informative for gaining idea. It was full of medical education experiences which applied around the world. The structure and appearance of posters was attractive too.

 

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