[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589096-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-589096-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","assessment-of-reflective-learning-strategies-in-pediatric-surgery-course-at-medical-university","ASSESSMENT OF REFLECTIVE LEARNING STRATEGIES IN PEDIATRIC SURGERY COURSE AT MEDICAL UNIVERSITY","","The article studies medical students’ reflective learning strategies in a Pediatric Surgery course at a medical university, using a modified Motivated Strategies for Learning questionnaire with four subscales: self-orientation, critical thinking, self-regulation, and feedback seeking. Survey data from 46 fifth-year students in May 2021 (after the spring semester in online mode) show high and moderate levels across variables, with lower feedback seeking. The findings support methodological recommendations for building reflective learning environments and adopting alternative assessment 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survey was conducted in May 2021 after students completed the spring semester in online mode.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},589096,1792066542,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & 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LEARNING STRATEGIES IN PEDIATRIC SURGERY  \nCOURSE AT MEDICAL UNIVERSITY  \nAnatolii Levytskyi, Oxana Vygovska, Iryna Benzar, Dmytro Golovatiuk  \nBogomolets National Medical University, Kyiv, Ukraine  \n[dvgolovatuk@gmail.com](dvgolovatuk@gmail.com)  \nThe article is aimed at studying medical students’ reflective strategies for learning the Pediatric Surgery course at medical university. We used a modified version of the Motivated Strategies for Learning questionnaire (Soemantri et al., 2018) which has four subscales: self-orientation, critical thinking, self-regulation, and feedback seeking. The self-orientation component deals with students’perceptions on their self-efficacy and internal motivation. The participants were fourty-six 5-th year medical students from the Bogomolets National Medical University, Kyiv, Ukraine. The survey was held in May 2021 when the students finished their spring semester in the online mode. We observed the prevalence of high and moderate levels in all the variables, but the indicators of Feedback seeking are lower which can be explained by the specificities of online learning. The authors propose methodological recommendations for educators how to create an environment for reflective learning to develop students’ reflective skills and employ alternative assessment strategies in the classroom.  \nKeywords: reflective learning; online learning; pediatric surgery; medical university; self-efficacy; motivation; critical thinking; self-regulation; feedback seeking; self-assessment; peer-assessment.  \nIntroduction  \nThe COVID pandemic has brought many changes in teaching and learning process in Ukraine. Universities had to adapt quickly to new conditions and organise online education according to the curriculum. Online medical education faced many challenges, caused by social restrictions and impossibility or face-to-face communication between teachers, students and patients in hospitals. In these new conditions it is extremely important not only provide quality education, but also to measure students’ reflection on their learning as the sufficient level of their formation influences students’ success in acquiring necessary professional skills and competencies.  \nCurrent educational environment has affected the development of competencies (social, professional, individual), suggesting more opportunities for mastering the special competence while completing online courses, interacting with teachers via videoconferencing tools and upgrading theoretical knowledge. The analysis of recent articles on emerging online learning has shown that lack of social interaction is one of the strongest drawbacks indicated by students and teachers (Chornyi and Vakulych, 2020; Lukianenko and Vadaska, 2020; Mukan and Lavrysh, 2020 ; Saienko et al., 2020; Levitskyi et al., 2021) . Students received mostly the reflective feedback from teachers, but there was a limited possibility to get the feedback from peers in the online mode. Still, collaborative work and peer assessment in remote learning is a challenge for many educators due to limited real-time communication (Yang, Mak, and Yuan, 2021) . The majority of students consider that even perfectly organised online learning system cannot replace clinical practices, and they have missed many educational experiences (Salari and Sepahi, 2021) . Thus, this is a challenging task for educators and university managers to organise education in the pandemic times using online interactive tools which will satisfy all educational and professional needs, including the development of social competence (teamwork, constructive feedback from peers and teachers, confidence in social interaction) .  \nLiterature review  \nIn professional education and experiential learning, reflection is an important issue, which presupposes the act of thinking about what and how one has learnt it, including associated behaviour, ideas and feelings (Boud et ","cbCaic9JnH42qdW7","https://ap.wps.com/l/cbCaic9JnH42qdW7","pdf",430261,"English","# Introduction\n# Literature review\n# Self-orientation\n## Critical thinking","[{\"question\":\"What was the purpose of the study on reflective learning strategies?\",\"answer\":\"To examine medical students’ reflective learning strategies in the Pediatric Surgery course in a medical university setting.\"},{\"question\":\"Which questionnaire and subscales were used to measure learning strategies?\",\"answer\":\"A modified Motivated Strategies for Learning questionnaire was used, with subscales for self-orientation, critical thinking, self-regulation, and feedback seeking.\"},{\"question\":\"When and under what learning mode was the survey conducted?\",\"answer\":\"The survey was conducted in May 2021 after students completed the spring semester in online mode.\"}]","ASSESSMENT OF REFLECTIVE LEARNING STRATEGIES IN PEDIATRIC SURGERY COURSE AT MEDICAL UNIVERSITY | PDF",18]