Factors affecting self-regulated learning in medical students: a qualitative study

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

doi:10.3402/meo.v20.28694

Cited by 56 publications

(57 citation statements)

References 40 publications

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“…Our study revealed that the mean self-regulation score among MBBS students was 71.56 ± 11.19, which is higher than the scores recorded by other studies in which the self-regulated learning quality was poor among medical students 6 . One explanation for this finding is intrinsic motivation, 7 which is indicated by the highest score, personal interest 70 (72.9%) followed by parental pressure 20 (20.8%) and random choice 6 (8.3%).…”

Section: Discussioncontrasting

confidence: 89%

Promoting self-regulated learning skills in medical students is the need of time

Siddiqui

Malik

2019

Journal of Taibah University Medical Sciences

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Objectives Currently, there is a need to develop safe and competent medical graduates. Research reveals that the promotion of learning skills enhances lifelong experience. The objective of this study is to measure medical students' aptitude in four essential components of self-regulation: planning, monitoring, control, and reflection. Methods This cross-sectional study recruited 96 MBBS students using a snowball sampling technique. The Internet link to the online survey, designed on Google forms, was shared through Facebook, WhatsApp, and e-mail. A self-regulation questionnaire comprising 22 items was administered to all participants, and the collected data were analysed using SPSS version 20. Results Among the respondents, 50 (52.1%) women and 46 (47.9%) men completed the survey. The response rate was 78% (96 out of 123). The mean age of the respondents was 22.5 years. The mean self-regulation score was found to be 71.56 ± 11.19. Among self-regulation components, the lowest score was found for planning, with an average value of 27.01 ± 1.33, and the highest average value was noticed for reflection, 34.08 ± 1.30. Conclusions Our conclusions are as follows: although we have included the traits of seven-star doctors in our mission and vision statement, we could not identify the strategies to acquire these traits. One of the strategies involves promoting self-regulation in our students through various teaching methodologies.

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Section: Discussioncontrasting

confidence: 89%

Promoting self-regulated learning skills in medical students is the need of time

Siddiqui

Malik

2019

Journal of Taibah University Medical Sciences

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“…The use of strategic selection and implementation of regulated learning is therefore, the key for students to adapt to such a demanding learning environment (Demirören et al 2016). Previous studies have shown that students must use self-regulated learning skills to cope with the medical course environment and its vast content (Artino et al 2012;Jouhari et al 2015). Self-regulated learning skills (SRLS) had been associated with student grades (West and Sadoski 2011), clinical skills (Kassab et al 2015) and lower depression in medical course (Sandars and Cleary 2011).…”

Section: Introductionmentioning

confidence: 99%

Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen’s achievement? A longitudinal study on the educational transition from secondary school to medical school

Barbosa

Silva

Ferreira

et al. 2018

Adv in Health Sci Educ

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One of the most important factors that makes the transition from secondary school to medical school challenging is the inability to put in the study time that a medical school curriculum demands. The implementation of regulated learning is essential for students to cope with medical course environment and succeed. This study aimed to investigate the reciprocal relationships between self-regulated learning skills (SRLS) and academic workload (AW) across secondary school to medical school transition. Freshmen enrolled in medical school (N = 102) completed questionnaires at the beginning and at the end of their academic year, assessing AW (measured as study time hours and perceived workload), SRLS (planning and strategies for learning assessment, motivation and action to learning and self-directedness) and academic achievement. An exploratory factor analysis (EFA) and a longitudinal path analysis were performed. According to the EFA, study time and perceived workload revealed two factors of AW: students who had a high perceived workload also demonstrated increased study time (tandem AW); and those who had a low perceived workload also demonstrated increased study time (inverse AW). Only a longitudinal relationship between SRLS and AW was found in the path analysis: prior self-directedness was related to later tandem AW. Moreover, success during the first year of medical school is dependent on exposure to motivation, self-directedness and high study time without overload during secondary school and medical school, and prior academic achievement. By better understanding these relationships, teachers can create conditions that support academic success during the first year medical school.

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“…12 Penelitian Jouhari menemukan lima hal utama yang mempengaruhi SRL yaitu keluarga dengan peran supervisi dan dukungan, teman sebaya dengan peran fasilitasi dan inhihisi, instruktur dengan faktor personal dan karakteristik pendidikan instruktur, lingkungan pendidikan dengan faktor fasilitator dan peran inhibisi, dan mahasiswa sendiri dengan faktor fasilitasi dan inhibisi personal. 12,13…”

Section: Kesimpulanunclassified

Self-Regulated Learning in Correlation to Learning Outcome of Computer-Based Test Preparation of Medical Students

Simaremare¹

2019

JPKI

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Background: After the preclinical and clinical phase, medical students have to pass the Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) consisting the computer-based test (CBT) and objective structured clinical examination (OSCE). In preparation of the examinations, the student should follow tutoring activity. During the process, the student will be given try outs to measure the learning outcome. This study aimed to measure the self-regulated learning in correlation to learning outcome of Computer-based test of May 2018 batch preparation participants in Medan. Methods: This was an observational correlation analytic study with cross sectional method and 204 respondents collected. The self-regulated learning score obtained using a questionaire and the learning outcome obtained from the try out scores average gained by the respondents. Result: This study revealed that most of the participants represented bad in self-regulated learning (72,1%). The metacognition aspect mainly represented in bad (55,9%), the motivation aspect mainly represented in bad (77%), however, the behaviour aspect mainly represented in good (51,5%). The learning outcomes mainly represented in fail (87,3%). According to chi square test, this study showed that there was no correlation between self-regulated learning and learning outcome of students prepared for the CBT of May 2018 batch in Medan (p value = 0,731). Conclusion: Learning outcome affected by many factors. The students ability of learning, thinking, and problem solving affected by adaptation in values, beliefs, and customs that evolved in their social and cultural environment. Furthermore, it also affected by self confidence, motivation and learning purposes. Keywords: medical student, computer-based test, self-regulated learning, learning outcome

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Factors affecting self-regulated learning in medical students: a qualitative study

Cited by 56 publications

References 40 publications

Promoting self-regulated learning skills in medical students is the need of time

Promoting self-regulated learning skills in medical students is the need of time

Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen’s achievement? A longitudinal study on the educational transition from secondary school to medical school

Self-Regulated Learning in Correlation to Learning Outcome of Computer-Based Test Preparation of Medical Students

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