Table 1.
114 first-year medical student responses to a survey on dashboard usage, coaching and learning planning, University of California, San Francisco, School of Medicine
| Factors (α coefficient) |
Item | Meana | Standard deviation (SD) | Factor mean (SD) |
|---|---|---|---|---|
| Factor 1: SMARTb goals (α = 0.88) |
I regularly set SMART goals for myself to improve my learning | 2.82 | 0.99 | 3.25 (0.91) |
| SMART goals are a useful tool | 3.36 | 1.02 | ||
| I find it useful to create SMART goals related to my academic performance | 3.01 | 1.15 | ||
| I find it useful to create SMART goals related to my career planning | 3.49 | 1.15 | ||
| I find it useful to create SMART goals related to my well-being | 3.75 | 1.01 | ||
| I keep track of the progress of my SMART goals | 2.97 | 1.02 | ||
| Factor 2: Dashboard usage (α = 0.82) |
I usually choose which goal to create based on data on my performance from the dashboard | 2.45 | 1.14 | 3.36 (0.64) |
| I am able to review my individual performance readily using the dashboard | 3.67 | 0.94 | ||
| It is helpful to review my performance compared with other students using the dashboard | 3.71 | 0.97 | ||
| The breadth of data in the dashboard is sufficient for me to assess my academic performance | 3.32 | 0.94 | ||
| The exam grade reports in the dashboard help in assessing my performance | 3.55 | 0.90 | ||
| I find it easy to track my exam scores over time to monitor improvement in my performance | 3.25 | 0.96 | ||
| Reviewing my dashboard motivates me to improve my performance | 3.54 | 0.87 | ||
| The information about my performance in the dashboard is accurate | 3.70 | 0.78 | ||
| The information about my performance in the dashboard reflects my progression as a medical student | 3.40 | 0.82 | ||
| Factor 3: Learning strategy (α = 0.81) |
I use effective learning tools and strategies | 3.91 | 0.68 | 3.72 (0.64) |
| When I study, I test myself to check my understanding of what I’ve studied | 3.94 | 0.86 | ||
| I know how to identify the best learning resources to make progress in an area that I need to improve in academically | 3.46 | 0.91 | ||
| I have the skills required to be a lifelong learner | 4.08 | 0.75 | ||
| I am adequately supported to implement my SMART learning goals | 3.68 | 0.73 | ||
| I currently know how to interpret feedback and data/scores to improve my academic performance | 3.48 | 0.81 | ||
| Factor 4: Coaching for improvement (α = 0.71) | My coach helps me create or adjust my SMART goals | 3.83 | 0.88 | 3.67 (0.79) |
| Working with my coach helps me understand how to use performance data and feedback to create SMART learning goals | 3.52 | 1.02 | ||
| My coach helps me to assess and reflect on the progress I have made on my goals | 3.80 | 0.84 | ||
| Factor 5: Reflection (α = 0.70) |
When I receive feedback, I often reflect and set new goals | 3.79 | 0.81 | 3.68 (0.64) |
| I direct my learning based on my individual learning needs | 4.19 | 0.72 | ||
| I mainly use sources other than the dashboard to review how I am doing in medical school | 2.94 | 0.97 | ||
| If I’m not on track with my goals, I try to make adjustments and find resources to achieve those goals on my own | 3.92 | 0.80 | ||
| When I receive feedback, I use that information to change my behaviour | 4.18 | 0.59 |
a(1–5, 1 = strongly disagree, 5 = strongly agree)
bSMART (Specific, Measurable, Attainable, Result-Based, and Time-Bound)