Accurate Monitoring Leads to Effective Control and Greater Learning of Patient Education Materials

Autor/inn/en	Rawson, Katherine A.; O'Neil, Rochelle; Dunlosky, John
Titel	Accurate Monitoring Leads to Effective Control and Greater Learning of Patient Education Materials
Quelle	In: Journal of Experimental Psychology: Applied, 17 (2011) 3, S.288-302 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-898X
DOI	10.1037/a0024749
Schlagwörter	Health Promotion; Patient Education; Diabetes; Patients; Instructional Materials; Access to Information; Learning Strategies; Recall (Psychology); Self Evaluation (Individuals); Prompting; Independent Study; Prevention; Undergraduate Students + Suchen Sie Ihr Suchwort? Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Patient; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Abberufung; Benutzerführung; Selbststudium; Prävention; Vorbeugung
Abstract	Effective management of chronic diseases (e.g., diabetes) can depend on the extent to which patients can learn and remember disease-relevant information. In two experiments, we explored a technique motivated by theories of self-regulated learning for improving people's learning of information relevant to managing a chronic disease. Materials were passages from patient education booklets on diabetes from NIDDK. Session 1 included an initial study trial, Session 2 included self-regulated restudy, and Session 3 included a final memory test. The key manipulation concerned the kind of support provided for self-regulated learning during Session 2. In Experiment 1, participants either were prompted to self-test and then evaluate their learning before selecting passages to restudy, were shown the prompt questions but did not overtly self-test or evaluate learning prior to selecting passages, or were not shown any prompts and were simply given the menu for selecting passages to restudy. Participants who self-tested and evaluated learning during Session 2 had a small but significant advantage over the other groups on the final test. Secondary analyses provided evidence that the performance advantage may have been modest because of inaccurate monitoring. Experiment 2 included a group who also self-tested but who evaluated their learning using idea-unit judgments (i.e., by checking their responses against a list of key ideas from the correct response). Participants who self-tested and made idea-unit judgments exhibited a sizable advantage on final test performance. Secondary analyses indicated that the performance advantage was attributable in part to more accurate monitoring and more effective self-regulated learning. An important practical implication is that learning of patient education materials can be enhanced by including appropriate support for learners' self-regulatory processes. (Contains 2 footnotes, 3 tables, and 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10