Positioning service users as advisors to psychiatry residents holds promise as a powerful way of reducing distance between future psychiatrists and service users and facilitating system reform toward person-centered recovery-oriented care.
Medical students showed a robust ability to accurately and consciously self-monitor their likelihood of success on multiple-choice test items. By focusing their subsequent self-regulated learning on areas in which performance and self-monitoring judgements were misaligned, participants reinforced the importance of providing learners with opportunities to discover the limits of their ability and further elucidated the mechanism through which test-enhanced learning might be derived.
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