[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 10, Issue 6 (January-February 2017) ::
Educ Strategy Med Sci 2017, 10(6): 423-430 Back to browse issues page
Construction and Validation the Iranian Scale of Lifelong Learning Approach Measuring Among Medical Students
Majid Yousefi Afrashte
Department of Psychology, Faculty of Humanities science, University of Zanjan, Zanjan, Iran , mjduosefi@gmail.com
Abstract:   (1075 Views)

Background and Aim: The aim of this study was to construct and validate the scale to assess Iranian approach to lifelong learning in medical students.
 
Methods: This study is descriptive (non-experimental) in terms of data collection methods and research and development in terms of purpose. In item analysis, Pearson correlation and confirmatory factor analysis method was used. The Primary instrument was developed based on conceptual analysis and similar instruments. The study population included undergraduate students of Iran and Tehran Universities’ of Medical Sciences and who were enrolled in the academic year 2016-2017 and by using clustering sampling methods a sample of 350 of them were selected.
 
Results: Content validity of the test was confirmed by the experts of educational psychology. The results of scare plot and parallel analysis discovered three factors as infrastructure factors. Confirmatory factor analysis also showed good fit with the three-factor model. The negative significant correlation (-0.51) of test scores were confirmed by external motivation of learning and positive significant correlation (0.54) were confirmed by intrinsic motivation of learning. The reliability of the whole test was obtained 0.73 by using Cronbach's alpha method and its reliability coefficient was obtained 0.89 with re-test method.
 
Conclusion: As a result of validating analysis, three underlying factors (with 14 items) were established as constituent components of lifelong learning approach: Goal setting (6 items), self-directing and self-assessment (5 items) and using the knowledge (3 items). This scale can be used in different studies to determine relationships and its prediction.
 

Keywords: learning, lifelong learning, medical education
Full-Text [PDF 948 kb]   (105 Downloads)    
Article Type: Original Research | Subject: Applying Education Theories in Medical Sciences Learning
Received: 2017/03/24 | Accepted: 2017/06/3 | Published: 2017/10/31
References
1. Lobanova T, Shunin Y. Competence based education–a common European strategy. Journal of Computer Modelling and New Technologies. 2008;12(2):45-65. [Homepage]
2. Clements MD, Cord BA. Assessment guiding learning: developing graduate qualities in an experiential learning programme. Assessment & Evaluation in Higher Education. 2013 Feb 1;38(1):114-24. [Homepage]
3. ten Cate O. Competency-based medical education and its competency frameworks. InCompetence-based Vocational and Professional Education 2017 (pp. 903-929). Springer International Publishing. [Homepage]
4. Kirby JR, Knapper C, Lamon P, Egnatoff WJ. Development of a scale to measure lifelong learning. International Journal of Lifelong Education. 2010 May 1;29(3):291-302. [Homepage]
5. Serdenciuc NL. Competency-based education–Implications on teachers’ training. Procedia-Social and Behavioral Sciences. 2013 Apr 15;76:754-8.
6. Aspin DN, Chapman JD, Hatton M, Sawano Y, editors. International handbook of lifelong learning. Springer Science & Business Media; 2012 Dec 6. [Homepage]
7. Wolf A, Jenkins A, Vignoles A. Certifying the workforce: economic imperative or failed social policy?. Journal of education policy. 2006 Sep 1;21(5):535-65. [Homepage]
8. Slater CE, Cusick A. Factors related to self-directed learning readiness of students in health professional programs: A scoping review. Nurse Education Today. 2017 Feb 14.
9. Blaschke LM, Hase S. Heutagogy, technology, and lifelong learning for professional and part-time learners. InTransformative Perspectives and Processes in Higher Education 2015 (pp. 75-94). Springer International Publishing. [Homepage]
10. Knowles MS. Self-directed learning. 1975,
11. Walsh K. Self-directed learning at the point of care. InnovAiT. 2017 Jan 18:1755738016679441.
12. Collins J. Education techniques for lifelong learning: Lifelong learning in the 21st century and beyond. Radiographics. 2009;29(2):613-22.
13. McKimm J, Forrest K, Thistlethwaite J, editors. Medical Education at a Glance. John Wiley & Sons; 2017 May 1.
14. Mehr Mohammadi M., Maleki H., Nojoumi F.. Determining Teaching-Learning Process in Curriculum of General Medical Course with Life-Long Learning Approach. Educ Strategy Med Sci. 2014; 7 (3) :181-189
15. Kaplan M, Sanchez M, Hoffman J. Intergenerational Strategies for Promoting Lifelong Learning and Education. InIntergenerational Pathways to a Sustainable Society 2017 (pp. 87-107). Springer International Publishing. [Homepage]
16. Linares AZ. Learning styles of students and faculty in selected health care professions. Journal of nursing education. 1999 Dec 1;38(9):407-14.
17. Field L. An investigation into the structure, validity, and reliability of Guglielmino's Self-Directed Learning Readiness Scale. Adult Education Quarterly. 1989 Sep 1;39(3):125-39.
18. Candy PC. Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310; 1991. [Homepage]
19. Petty RE, Cacioppo JT, Kao CF. The efficient assessment of need for cognition. Journal of Personality Assessment. 1984 Jun;48(3):306-7. [Homepage]
20. Crick RD, Broadfoot P, Claxton G. Developing an effective lifelong learning inventory: The ELLI project. Assessment in Education: Principles, Policy & Practice. 2004 Sep 1;11(3):247-72. [Homepage]
21. Crick RD, Yu G. Assessing learning dispositions: is the Effective lifelong learning inventory valid and reliable as a measurement tool?. Educational Research. 2008 Dec 1;50(4):387-402. [Homepage]
22. Meerah TS, Lian DK, Osman K, Zakaria E, Iksan ZH, Soh TM. Measuring life-long learning in the Malaysian Institute of Higher Learning context. Procedia-Social and Behavioral Sciences. 2011 Jan 1;18:560-4. [Homepage]
23. Fisher M, King J, Tague G. Development of a self-directed learning readiness scale for nursing education. Nurse education today. 2001 Oct 1;21(7):516-25. [Homepage]
24. Sarmad, Z, Bazargan, A, & Hejazi, E. Research Method in Behavioral Science. Tehran: Agah. 2016.
25. Lepper MR, Corpus JH, Iyengar SS. Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of educational psychology. 2005 May;97(2):184.
26. bohrani, Mahmoud, Investigating the validity and reliability of Harter's academic motivation scale, psychological studies, 2008, 5(1): 51-72
27. Fasce HE, Ortega BJ, Ibáñez GP, Márquez UC, Pérez VC, Bustamante DC, Ortiz ML, Matus BO, Bastías VN, Espinoza PC. Motivation and self-directed learning among medical students. Revista médica de Chile. 2016 May;144(5):664.
28. Hematian F, Rezaei AM, Mohammadyfar MA. On the Effect of Goal Setting on Self-Directed Learning, Achievement Motivation, and Academic Achievement among Students. Modern Applied Science. 2016 Oct 5;11(1):37.
Send email to the article author

Add your comments about this article
Your username or Email:

Write the security code in the box >


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Yousefi Afrashte M. Construction and Validation the Iranian Scale of Lifelong Learning Approach Measuring Among Medical Students. Educ Strategy Med Sci. 2017; 10 (6) :423-430
URL: http://edcbmj.ir/article-1-1200-en.html


Volume 10, Issue 6 (January-February 2017) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
Persian site map - English site map - Created in 0.051 seconds with 823 queries by yektaweb 3603