Publications by authors named "Evelyn Steinberg"

Various stressors contribute to veterinary students' stress levels. According to the medical education literature, students' stress seems to increase during clinical training, but research investigating this in veterinary students is scarce. According to transactional stress theory, individual students may not perceive every stressor as equally stressful.

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Article Synopsis
  • The study investigates the relationship between self-regulated learning (SRL) and stress among undergraduate health science students during their workplace placements, aiming to understand how each influences the other over time.
  • Using a longitudinal diary approach, researchers collected data on 192 students over 15 weeks, examining different SRL aspects (like cognition and motivation) and their connection to perceived stress through statistical models.
  • Results indicated that improved SRL aspects in one week tended to lead to lower stress levels in the following week, while stress had a smaller impact on SRL, suggesting a potential causal relationship where better learning strategies can help reduce stress.
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Background: Undergraduates' workplace learning is an important part of health sciences education. Educational psychology research considers many different aspects of self-regulated learning at the workplace, including cognition, motivation, emotions, and context. Multivariate longitudinal and diary studies in this field require fewer items than alternatives or even a single item per construct and can reveal the sub-processes of workplace learning and contribute to a better understanding of students' learning.

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Health sciences students face many challenges in regard to clinical practical learning. A better understanding of student learning is required to address student needs in this crucial phase. The theory of self-regulated learning provides a comprehensive view of learning and could serve as a basis for further research.

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Recent developments measured using statistics and surveys among veterinarians show that integrating key competence training into veterinary education is becoming increasingly important. This article describes the collaborative development process of the first work package within the SOFTVETS project. The SOFTVETS project aims to create a competence model and an ideal version of a soft skills curriculum that can be implemented in veterinary higher education throughout Europe.

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