Real Time Electronic Formative Assessment in Medical Education and Its Impact on Motivational Beliefs and Self-regulation Strategies

سال انتشار: 1397
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 462

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شناسه ملی سند علمی:

JR_FMEJ-8-1_007

تاریخ نمایه سازی: 10 تیر 1398

چکیده مقاله:

Background and Objectives: The aim of this study was to investigate the effect of real-time electronic formative assessment-based medical education on learners’ motivational beliefs and self-regulation strategies. Methods: This randomized clinical trial was conducted on 323 students studying at the Medical School of Mashhad University of Medical Sciences, Mashhad, Iran, during the first semester of the academic year of 2017-2018 using a posttest control group design. The investigation of motivational beliefs and self-regulation strategies was accomplished using the Motivated Strategies for Learning Questionnaire. The research hypotheses were studied by means of independent t-test and multivariate analysis of variance. Results: According to the results, there was a significant difference between the control and intervention groups in terms of motivational strategy subscales, namely self-efficacy, intrinsic value, test anxiety, and self-regulation (P0.05). Conclusion: As the findings indicated, the use of real-time electronic formative assessment in the educational environment can enhance students’ motivational beliefs and self-regulation strategies in medical education.  

کلیدواژه ها:

Formative Assessment ، Electronic Assessment ، Real-Time Electronic Formative Assessment ، Motivated Strategies for Learning ، Medical education

نویسندگان

Haniye Mastour

Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran

Saeed Eslami Hasan Abadi

Department of Medical Informatics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

Mohammad Reza Nili

Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran

Ali Delavar

Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran

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