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Outcomes of Irish graduate entry medical student engagement with self-directed learning of clinical skills.

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dc.contributor.author McGrath, Deirdre
dc.contributor.author Crowley, Louise
dc.contributor.author Rao, Sanath
dc.contributor.author Toomey, Margaret
dc.contributor.author Hannigan, Ailish
dc.contributor.author Murphy, Lisa
dc.contributor.author Dunne, Colum P.
dc.date.accessioned 2015-04-09T10:22:02Z
dc.date.available 2015-04-09T10:22:02Z
dc.date.issued 2015
dc.identifier.citation McGrath, D., Crowley, L., Rao, S., Toomey, M., Hannigan, A., Murphy, L., Dunne, C.P. (2015) 'Outcomes of Irish graduate entry medical student engagement with self-directed learning of clinical skills'. Bmc Medical Education, 15 (21). en_US
dc.identifier.uri http://hdl.handle.net/10344/4404
dc.description peer-reviewed en_US
dc.description.abstract Background: Existing literature is mixed as to whether self-directed learning (SDL) delivers improvements in knowledge, skills or attitudes of medical students compared with traditional learning methods. This study aimed to determine whether there is an association between engagement in SDL and student performance in clinical examinations, the factors that influence student engagement with SDL in clinical skills, and student perceptions of SDL. Methods: A retrospective analysis of electronic records of student bookings of SDL sessions from 2008 to 2010 was performed for students in the pre-clinical years of an Irish Graduate Entry Medical programme to assess their level of engagement with SDL. The extent to which this engagement influenced their performance in subsequent summative examinations was evaluated. A cross-sectional survey of students across the four years of the programme was also conducted to determine student perceptions of SDL and the factors that affect engagement. Results: The level of engagement with SDL decreased over time from 95% of first years in 2008 to 49% of first years in 2010. There was no significant difference between the median exam performance for any clinical skills tested by level of engagement (none, one or more sessions) except for basic life support in first year (p =0.024). The main reason for engaging with SDL was to practice a clinical skill prior to assessment and the majority of respondents agreed that SDL sessions had improved their performance of the specific clinical skills being practised. Conclusion: Students viewed SDL as an opportunity to practise skills prior to assessment but there were no significant differences in subsequent summative assessment by the level of engagement for most clinical skills. en_US
dc.language.iso eng en_US
dc.publisher BioMed Central en_US
dc.relation.ispartofseries BMC Medical Education;15 (21)
dc.subject clinical skills en_US
dc.subject self-directed learning en_US
dc.subject graduate entry medicine, en_US
dc.subject student engagement en_US
dc.title Outcomes of Irish graduate entry medical student engagement with self-directed learning of clinical skills. en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2015-04-08T18:09:54Z
dc.description.version PUBLISHED
dc.identifier.doi 10.1186/s12909-015-0301-x
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1576593
dc.internal.copyrightchecked Yes
dc.description.status peer-reviewed


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