High-Frequency Learning Goals: Using Self-Regulated Learning to Influence Day-to-Day Practice in Clinical Education

Larsen, Douglas P.; Naismith, Robert T.; Margolis, Mathew

doi:10.1080/10401334.2016.1230501

Cited by 18 publications

(20 citation statements)

References 21 publications

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“…In consequence, students felt they were then forced to continuously adjust and refine their goals based on observation of and negotiation with residents, physicians and peers, as well as on actual learning and work experiences. These findings are in line with those of previous studies which showed that goal setting in clinical contexts requires negotiation between students and supervisors and engagement from supervisors if goals are to be realistic and attainable …”

Section: Discussionsupporting

confidence: 92%

Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning

et al. 2019

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Context Medical students are expected to self‐regulate their learning within complex and unpredictable clinical learning environments. Research increasingly focuses on the effects of social interactions on the development of self‐regulation in workplace settings, a notion embodied within the concept of co‐regulated learning (CRL). Creating workplace learning environments that effectively foster lifelong self‐regulated learning (SRL) requires a deeper understanding of the relationship between CRL and SRL. The aim of this study was therefore to explore medical students’ perceptions of CRL in clinical clerkships and its perceived impact on the development of their SRL. Methods We conducted semi‐structured interviews with 11 purposively sampled medical students enrolled in clinical clerkships at one undergraduate competency‐based medical school. Data collection and analysis were conducted iteratively, informed by principles of constructivist grounded theory. Data analysis followed stages of open, axial and selective coding, which enabled us to conceptualise how co‐regulation influences the development of students’ self‐regulation. Results Data revealed three interrelated shifts in CRL and SRL as students progressed through clerkships. First, students’ CRL shifted from a focus on peers to co‐regulation with clinician role models. Second, self‐regulated behaviour shifted from being externally driven to being internally driven. Last, self‐regulation shifted from a task‐oriented approach towards a more comprehensive approach focusing on professional competence and identity formation. Students indicated that if they felt able to confidently and proactively self‐regulate their learning, the threshold for engaging others in meaningful CRL seemed to be lowered, enhancing further development of SRL skills. Conclusions Findings from the current study emphasise the notion that SRL and its development are grounded in CRL in clinical settings. To optimally support the development of students’ SRL, we need to focus on facilitating and organising learners’ engagement in CRL from the start of the medical curriculum.

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Section: Discussionsupporting

confidence: 92%

Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning

et al. 2019

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“…in their study of medical student clinical learning. Indeed, several investigations have found collaborative dialogue to be essential for successful implementation of ostensibly SRL educational interventions whether they be clerkship student learning goals or resident individualised learning plans . Berkhout et al .…”

mentioning

confidence: 99%

Expanding the definition of learning: from self to social to system

Larsen

2019

Medical Education

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“…Indeed, several investigations have found collaborative dialogue to be essential for successful implementation of ostensibly SRL educational interventions whether they be clerkship student learning goals or resident individualised learning plans. [16][17][18] Berkhout et al 19 showed that as learners became more experienced in workplace learning, their pursuit of SRL became increasingly collaborative with supervisors. In another study of student learning in a surgical environment, students with the broadest learning experiences leveraged their interactions with supervisors to create desired educational opportunities.…”

Section: Douglas P Larsenmentioning

confidence: 99%