Accepted Type
Oral
Code
OA3-3-1
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Graduate Student
Affiliation
Considered for Poster
yes
Title
Adapting the Motivated Strategies for Learning Questionnaire for use with postgraduate medical education learners
Length of Presentation
Background/Purpose
The Motivated Strategies for Learning Questionnaire (MSLQ) has been widely used in educational psychology literature to examine the motivation and learning of high school and undergraduate students, and is beginning to appear in health professions education (HPE) research. However, HPE programs are contextually different from the education environments where the MSLQ was validated. Further, the few studies reporting validation of adapted MSLQ items for HPE learners have focused on undergraduate contexts. The purpose of the current study was to describe the adaptation of MSLQ items for use with postgraduate medical education (PGME) learners.
Methods
MSLQ items for intrinsic motivation, metacognitive self-regulation, and critical thinking were initially reworded using a consensus panel approach with experts in PGME. The adapted items were then administered through either paper or online surveys to family medicine residents in two programs. Learners identified problematic items by commenting on the survey and/or highlighting or underlining words or phrases (paper only). Three focus groups were conducted with PGME learners to discuss the problematic items. The sessions were audio-recorded and transcribed. Deductive thematic analysis was undertaken separately by two researchers.
Results
Results indicated that the terminology on the MSLQ did not readily transfer to the PGME context, as specific words took on different meanings in PGME clinical training contexts. Recommendations for the rewording of items were provided by focus group participants.
Conclusion
Our results provide insights into how the MSLQ may be adapted for use with PGME learners to further understand this population's motivational orientations and learning strategies.
Keyword 1
motivation
Keyword 2
learning theories
Keyword 3
education research
Level of Training
Post Graduate
Abstract Themes
Teaching and learning
Teaching and Learning
General
Additional Theme (First choice)
Postgraduate
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Cassandra Pirraglia
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
