ArticleThe journal of education in perioperative medicine : JEPM
Does Participation in Written Guided Reflective Practice Exercises Affect Readiness for Self-Directed Learning in a Sample of US Anesthesiology Residents?
Article in The journal of education in perioperative medicine : JEPM. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- A systematic scoping review of reflective writing in medical education.BMC medical education · 2023Article
- Critical Appraisal of Anesthesiology Educational Research for 2019.The journal of education in perioperative medicine : JEPMArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundReflective practice has been identified as one way to increase participation in self-directed lifelong learning so that physicians maintain a level of current and relevant medical knowledge for their practice. This study sought to determine if reflective practice affected the readiness for self-directed learning in a sample of anesthesiology residents in the United States.
methodsAn experimental design was used to employ quantitative methods to investigate the effects of a self-guided 8-week reflective practice exercise on readiness for self-directed learning as measured by Guglielmino's Self-Directed Learning Readiness Scale/Learning Preference Assessment (SDLRS/LPA). Participants were randomly assigned into an experimental group or control group.
resultsFifty-one anesthesiology residents in 3 residency programs completed this study. No significant difference was found between the posttest SDLRS/LPA scores of the control (median = 227) and experimental group (median = 225; U = 294; z = -.584; P = .559; r = 41.18) as well as the pretest and posttest scores (z = -.65; P = .518; r = -.129) of the experimental group.
conclusionsWe should continue to explore ways to train physicians to engage in practices that promote self-directed lifelong learning.
Indexed as
Identifiers
31988983PMC6972966What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.