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The purpose of this study was to identify changes in dental students' self-directed learning (SDL) readiness during their education. Guglielmino's SDL readiness scale (SDLRS) was completed at admission by dental students at the University of Saskatchewan and at the end of each year of training. The response rates varied from year to year. Between twenty-seven and thirty students completed the questionnaire each year at admission (93-100 percent of the entering class). The numbers of participants were lower in succeeding years: numbers used for analysis ranged from eleven to twenty-six; years in which fewer than eleven students participated were not included in the analysis. At admission, the students' mean SDLRS score was 228.98 (on a scale from 58 to 290, with 290 the highest); this score was higher than that of the average adult population (214±25.59). There was no significant effect of years of predental education, prior unsuccessful applications to dental school, interview scores, age, or admission test scores. There was a significant drop in SDLRS scores at the end of the first year for most of the cohorts (p<0.001). In addition to the questionnaire part of the study, two instructors and five first- and second-year students participated in focus groups. Those results showed that the individuals defined SDL narrowly and had similar perceptions of curricular factors that affect SDL readiness. The drop in scores one year after admission and lack of change with increased training suggests that current educational interventions may require re-examination and alteration to those that promote self-direction.

Purpose: The School of Medicine, University of Saskatchewan curriculum promotes self-direction as one of its learning philosophies. The authors sought to identify changes in self-directed learning (SDL) readiness during training., Method: Guglielmino's SDL Readiness Scale (SDLRS) was administered to five student cohorts (N = 375) at admission and the end of every year of training, 2006 to 2010. Scores were analyzed using repeated-measurement analysis. A focus group and interviews captured students' and instructors' perceptions of self-direction., Results: Overall, the mean SDLRS score was 230.6; men (n = 168) 229.5; women (n = 197) 232.3, higher than in the average adult population. However, the authors were able to follow only 275 students through later years of medical education. There were no significant effects of gender, years of premedical training, and Medical College Admission Test scores on SDLRS scores. Older students were more self-directed. There was a significant drop in scores at the end of year one for each of the cohorts (P < .001), and no significant change to these SDLRS scores as students progressed through medical school. Students and faculty defined SDL narrowly and had similar perceptions of curricular factors affecting SDL., Conclusions: The initial scores indicate high self-direction. The drop in scores one year after admission, and the lack of change with increased training, show that the current educational interventions may require reexamination and alteration to ones that promote SDL. Comparison with schools using a different curricular approach may bring to light the impact of curriculum on SDL.

Background: The knowledge of Honduran healthcare workers who deliver rehabilitation services can be enhanced by support from community-engaged academic collaborations outside the country. Objective: This study aimed to evaluate reactions and learning linked to two continuing education workshops for rehabilitation workers in northern Honduras. Method: A pre-test post-test study design was used. In September 2017, faculty from Canada and Colombia, together with health professionals from Honduras, facilitated two neurorehabilitation workshops - one in a rehabilitation centre and the other in a family support organisation located in northern Honduras. The participants were physiotherapists, physicians, nurses and educational professionals, as well as a psychologist, kinesiologist, and non-professionals trained onsite. Seventeen participants att ended the 'Acquired brain injury/spinal cord injury workshop' (adult workshop), and 15 att ended the 'Rehabilitation for children with impaired neuromotor development workshop' (paediatric workshop). They completed three questionnaires before the workshops: one on sociodemographic information; one related to knowledge; and, the Modifi ed Stages of Learning Questionnaires (MSLQs). Three questionnaires were completed after the workshops: the Modifi ed Kirkpatrick; a knowledge questionnaire; and, the MSLQ. Results: Most of the participants agreed that the workshops had positive eff ects in two of the four Kirkpatrick levels that were evaluated: reaction and learning. In the MSLQs of the paediatric workshop, there was a statistically signifi cant change in the percentage of participants who moved from scanning/evaluation stages in the pre-test to learning/gaining experience in the post-test, in three of the six topics. Three of the knowledge questions showed important learning eff ects. Conclusion and Implications: Workshops off ered through an international collaboration resulted in enhancing learning and knowledge of neurological rehabilitation workers in Honduras. This initiative has the potential to improve the quality of care for people with neurological conditions in the region. Participants evaluated the workshops as relevant and held very positive att itudes about the perceived outcomes. The inclusion of local practitioners in planning the workshops and selecting the topics appeared to have aided their relevance. It is recommended that workshop planners take adequate time to ensure relevancy. [ABSTRACT FROM AUTHOR]

Background: Student response system or clickers is an electronic application where a receiver in the instructor's computer captures responses to questions from student keypads. Used effectively, clickers can promote learner engagement and serve to improve learning. It can be used in a variety of ways such as to provide feedback to learners and instructor, to start discussions, for peer evaluation, for formative and summative assessment, to build a learning community, and to experiment on human responses. Aims and Methods: Using our experience in the use of this technology and literature review, we provide twelve tips for successful use of the student response system. Results and Conclusions: We have found these strategies useful and envisage that the application of these tips can help maximize learner engagement and learning. [ABSTRACT FROM AUTHOR]