Exploring the factors influencing clinical students’ self-regulated learning

Berkhout, J.J.; Helmich, Esther; Teunissen, Pim W.; Berg, Joost W van den; Vleuten, Cees van der; Jaarsma, Debbie

doi:10.1111/medu.12671

Cited by 77 publications

(119 citation statements)

References 45 publications

(108 reference statements)

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“…The positive correlations between the sub-scales of the Regulation of Cognition domain and the fifth year KFP and OSCE examinations highlight the importance of metacognitive awareness for undergraduate clinical examination performance. Our evidence along with the literature, support reviewing the need to support raising the metacognitive awareness of medical students which may benefit both their examination performance and their clinical reasoning skill acquisition (Berkhout et al, 2015;Bruin et al, 2017).…”

Section: Resultsmentioning

confidence: 84%

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

Welch¹,

Young²,

Johnson³

et al. 2018

MedEdPublish

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Theory: Metacognitive awareness is a component of self-regulated learning and helps us to understand and control our thinking and learning. Thinking about thinking is also an important aspect of the clinical reasoning process for medical practitioners.Hypotheses: This pilot study researched the link between metacognitive awareness and undergraduate examination performance. The Metacognitive Awareness Inventory (MAI) is a validated 52 item survey instrument for measuring metacognitive awareness. It has eight sub-scales grouped into two domains: Knowledge of Cognition and Regulation of Cognition. It was hypothesised that MAI scores would increase between first and fifth-year undergraduate medicine students and secondly that MAI scores would correlate with undergraduate examinations results.Method: Medical students at James Cook University, Australia were invited to complete the MAI and consented to give access to their examination scores. Results:The results of this pilot study found that metacognitive awareness was not significantly different between first and fifth-year undergraduates in this sample. For first-year medical undergraduates there were correlations between the Knowledge of Cognition domain and their end of year examination results, but not with the Regulation of Cognition domain. For fifth-year students there were correlations between both the Knowledge and Regulation of Cognition domains and their end of year examination results. Conclusion:This study identified that metacognitive awareness is not significantly different between first and fifthyear medical students. This may cause concern given that the study identified the importance of both MAI domains in undergraduate medical examinations. This study should be repeated on a larger scale and may confirm that raising metacognitive awareness levels among students is desirable. Increasing metacognitive awareness may raise Welch P, Young L, Johnson P, Lindsay D MedEdPublish

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Section: Resultsmentioning

confidence: 84%

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

Welch¹,

Young²,

Johnson³

et al. 2018

MedEdPublish

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show abstract

“…Sobral’s study suggests reflection, one aspect of SRL, can be systematically improved through specific interventions [22]. Berkhout et al’s 2015 study reports the SRL of clinical medical students is influenced by a range of variables including personal, contextual, social factors as well as experienced autonomy [27]. Lyons-Warren et al, suggest SRL is hindered when students feel there is a lack of flexibility when pursuing their learning needs [28].…”

Section: Resultsmentioning

confidence: 99%

“…Qualitative processes such as semi structured interviews and focus groups were used in five studies [5, 10, 18, 19, 27]. One other study used microanalytic assessment [23].…”

Section: Resultsmentioning

confidence: 99%

The self-regulated learning of medical students in the clinical environment – a scoping review

et al. 2017

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BackgroundSelf-regulated learning is the individual’s ability to effectively use various strategies to reach their learning goals. We conducted this scoping review to explore what has been found regarding self-regulated learning in the clinical environment and how this was measured.MethodsUsing Arksey and O’Malley’s five-stage framework, we searched three medical and educational databases as well as Google Scholar for literature on the self-regulated learning of medical students in the clinical environment published between 1966 and February 2017. After results were screened and relevant studies were identified, the data was summarised and discursively reported.ResultsThe search resulted in 911 articles, with 14 articles included in the scoping review after the inclusion criteria was applied. Self-regulated learning was explored in these studies in various ways including qualitative, quantitative and mixed methods. Three major findings were found: 1) levels of self-regulated learning change in the clinical environment, 2) self-regulated learning is associated with academic achievement, success in clinical skills and mental health and 3) various factors can support self-regulated learning levels in medical students.ConclusionsMost of articles exploring the self-regulated learning of medical students during the clinical years have been published in the last 5 years, suggesting a growing interest in the area. Future research could explore the self-regulated learning levels of medical students during the clinical years using a longitudinal approach or through the use of novel qualitative approaches.

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“…Integration into the medical team and demonstrating self-initiative should also be part of preparatory courses. Learning with peers, other elective students or students in their Practice Year, which some elective students take up independently and which offers good support in the clinical environment with busy physicians [25] and encourages SOL through integration into ward procedures [26] and greater autonomy over learning content [27], could also be the subject of targeted interventions before the first clinical elective. Residents were identified more strongly as key contacts by the elective students in our study rather than consultants.…”

Section: Discussionmentioning

confidence: 99%

Successful completion of clinical electives – Identification of significant factors of influence on self-organized learning during clinical electives with student focus groups

Rausch

Harendza

2018

GMS Journal for Medical Education; 35(3):Doc39

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Exploring the factors influencing clinical students’ self-regulated learning

Cited by 77 publications

References 45 publications

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

The self-regulated learning of medical students in the clinical environment – a scoping review

Successful completion of clinical electives – Identification of significant factors of influence on self-organized learning during clinical electives with student focus groups

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