Determinants of self-regulated learning skills: the roles of tutors and students

Abstract

Problem-based learning (PBL) is an instructional method that offers students the opportunity to develop self-regulatory strategies as an explicit learning outcome. As a multifaceted PBL environment, the guidance of tutors is important to students as they develop self-regulatory learning (SRL) skills and self-efficacy, the most focused motivational element in SRL. The present study examines the relationship between academic achievement and PBL self-efficacy levels, as well as the role played by tutors. A cross-sectional study was conducted with third- year medical students ( n = 257; 75%). The SRL perception (SRLP) scale, the self-efficacy for PBL scale (SPBL), tutor evaluation scale (TES), and an achievement test were used to gather data in this study. In every scale, participant scores were higher than the midpoint, which is 3. There were positive correlations between SRL, self-efficacy, and the tutoring scores of tutors. As the correlation between SRLP and achievement was not significant, achievement was removed from the regression equation, and only SPBL and TES results were used. The results of the regression analysis indicated that SPBL and TES explained 36% of the variance. The level of self-efficacy in PBL predicted the students’ SRL abilities, as did tutor evaluations. The findings show that students used their SRL skills and had beliefs about their ability to learn effectively in the PBL context. Both the tutors’ tutoring skills and the students’ self-efficacy made important contributions to improving the students’ self-regulated learning skills.

Scope and Challenges of Self-Directed Learning in Undergraduate Medical Education: A Systematic Review

“…Most of the research articles revealed many advantages of SDL. Self-assessment, identifying skills, and confidence-building were the major advantages cited (1,(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25). Various methods, such as problem-based learning, flipped classroom, and case-based learning, helped students work on themselves to gain knowledge, and analyze and interpret it with critical thinking, and also apply it leading to a definite diagnosis.…”

“…All members were not actively contributing (13,16,18,23). Organizational skills were also absent (20,22). SDL was effective in the simple topic; however, complex topic learning was a big challenge, especially in learning surgical skills (13,20,26).…”

Perceived effectiveness of learning methods among preclinical medical students - role of personality and changes over time

“…2 Consequently, educational models emphasizing critical thinking, lifelong learning skills, and effective communication and teamwork, in the form of collaborative and active learning, are being incorporated into medical curricula. 3,4 Problem-based learning (PBL) and team-based learning (TBL) are prime examples of such 'studentcentered' and collaborative active learning strategies. In PBL, real-life clinical scenarios are introduced to students in small groups.…”

Problem Based Learning: Aspects and Perspectives of Students of a Medical College of Kathmandu Valley, Nepal

“…PBL has several advantages over the more traditional lecture-based courses: an integrated knowledge base, exposure to real-life experience at an earlier stage in the curriculum, etc [7]. The current study showed that the majority of the students were positive that PBL integrates basic and clinical Knowledge and increases the ability to deal with authentic problems of patients.…”