Extent of self-regulated learning among allied health students in an online environment

Background@#The shift to online learning during the COVID-19 pandemic has caused students to experience several challenges in their academic lives. A strategy that may assist in mitigating these challenges and facilitating students' positive adaptation to online learning is the promotion of self-regulated learning (SRL). However, SRL is underexplored in the context of health sciences students. @*Objectives@#This study aimed to describe the extent and examine the nature of SRL of allied health students in a fully remote learning environment. @*Methodology@#This is a cross-sectional online survey study. Data were collected online using Qualtrics. Descriptive statistics and confirmatory factor analysis were used to determine the extent and nature of SRL, respectively. @*Results@#Responses from 241 participants show that students had a mean self-regulated learning score of 82.80 out of 120 (SD=12.68). Of the dimensions of SRL, students had higher scores in environmental structuring, time management, and self-evaluation than the other dimensions. A six-factor second-order model of self-regulation showed adequate model-data fit (χ2=673.88, CFI=0.95, TLI=0.95, SRMR=0.09, RMSEA=0.09 [90% CI=0.08-0.09]). @*Conclusion@#Health science students showed a high level of SRL; SRL for these students is adequately measured using the six dimensions of goal setting, environmental structuring, tasks strategies, time management, help seeking, and self-evaluation. The results indicate the value of understanding the extent and nature of SRL as a first step in planning strategies to support learning and student success in remote environments.

Translation and cross-cultural adaptation of the Canadian Occupational Performance Measure to Filipino

Background and Objectives@#Person-centered care aims to involve people in making decisions for their health care. The Canadian Occupational Performance Measure (COPM) is an easy-to-use functional assessment scale that can facilitate person-centered care. However, cultural nuances and individual differences in English proficiency may affect the administration of the original tool. This study translated and adapted the COPM to Filipino. @*Methodology@#Two translators independently translated the COPM to Filipino. A multidisciplinary expert panel reviewed the translations and composed an initial Filipino version. The initial Filipino version was translated back to the source language. A second expert panel meeting produced a pre-final Filipino version of the tool. Pre-test and cognitive interviews followed, and revisions were made to generate a final version of the tool. @*Results@#The expert panel discussed issues such as preservation of the original thought, understandability to the local population, consistency with the terms used, and avoidance of redundancy during the evaluation of the proposed translations. Meanwhile, analysis of cognitive interviews revealed that despite the issues encountered in some of the translated words, the participants found the adapted version to be generally understandable and easy to follow. The semi-structured interview format also allowed elaborated assessment and goal setting for self-care, productivity, and leisure. @*Conclusion@#Findings of this study suggest the potential usefulness of the Filipino version of the COPM in further facilitating person-centered goal-setting in the Filipino context. Future studies are warranted to examine the psychometric properties of the instrument for use in specific client groups, conditions, or settings.

Extent of self-regulated learning among Allied Health Students in an online environment

Background@#The shift to online learning during the COVID-19 pandemic has caused students to experience several challenges in their academic lives. A strategy that may assist in mitigating these challenges and facilitating students' positive adaptation to online learning is the promotion of self-regulated learning (SRL). However, SRL is underexplored in the context of health sciences students. @*Objectives@#This study aimed to describe the extent and examine the nature of SRL of allied health students in a fully remote learning environment. @*Methodology@#This is a cross-sectional online survey study. Data were collected online using Qualtrics. Descriptive statistics and confirmatory factor analysis were used to determine the extent and nature of SRL, respectively. @*Results@#Responses from 241 participants show that students had a mean self-regulated learning score of 82.80 out of 120 (SD=12.68). Of the dimensions of SRL, students had higher scores in environmental structuring, time management, and self-evaluation than the other dimensions. A six-factor second-order model of self-regulation showed adequate model-data fit (χ2=673.88, CFI=0.95, TLI=0.95, SRMR=0.09, RMSEA=0.09 [90% CI=0.08-0.09]). @*Conclusion@#Health science students showed a high level of SRL; SRL for these students is adequately measured using the six dimensions of goal setting, environmental structuring, tasks strategies, time management, help seeking, and self-evaluation. The results indicate the value of understanding the extent and nature of SRL as a first step in planning strategies to support learning and student success in remote environments.