Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study

Abstract

Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students’ self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion. We enrolled 74 students between December 2014 and April 2015 and had them characterize their learning behavior by sorting 52 statements about self-regulated learning behavior and explaining their response. The statements used for the sorting were extracted from a previous study. The data was analyzed using by-person factor analysis to identify clusters of individuals with similar sorts of the statements. The resulting factors and qualitative data were used to interpret and describe the patterns that emerged. Five resulting patterns were identified in students’ self-regulated learning behavior in the clinical environment, which we labelled: Engaged, Critically opportunistic, Uncertain, Restrained and Effortful. The five patterns varied mostly regarding goals, metacognition, communication, effort, and dependence on external regulation for learning. These discrete patterns in students’ self-regulated learning behavior in the clinical environment are part of a complex interaction between student and learning context. The results suggest that developing self-regulated learning behavior might best be supported regarding individual students’ needs.

Self-regulated learning in the clinical context: a systematic review

“…The last approach was ‘creating new learning opportunities', in which students tried to optimise their amount of learning. The three approaches found by Woods et al relate to four of the patterns described by Berkhout et al Only the pattern of uncertainty was not mentioned by the students in the study by Woods et al…”

“…Of the 18 studies we included, seven studies reported the cyclical three‐phase model of Zimmerman, two studies reported the theoretical model of Knowles, and one study used a theoretical framework based on the principles of Pintrich . Although they differ in their perspectives, these three theories agree upon active engagement, goal setting, implementation of a plan and self‐evaluation of the process …”

“…Firstly, Berkhout et al described five different patterns of clinical students' self‐assessed SRL behaviour: engaged (hardworking, motivated and not afraid to make mistakes); critically opportunistic (unstructured learning behaviour, critical of the learning environment, loses motivation easily); uncertain (passive behaviour, dependent on supervisor, requires a safe environment in which to learn); restrained (highly motivated and self‐critical and afraid to ask questions), and effortful (hard working, needs to be told what to do, and afraid to admit being in difficulty). The authors noticed a great difference in patterns regarding goals, metacognition, communication, effort and dependence on external regulation for learning.…”

Online activity with metacognitive tool for the study of Vertebrate Biology in higher education

“…For Novak and Cañas, (2008) while conceptual maps can help in the process of knowledge acquisition, students also need to be taught about brain mechanisms of knowledge organization (metacognition and knowledge regulation), and this instruction can be transmitted through the use of conceptual maps. Berkhout et al, (2017) comment that it would be interesting to gain deeper understanding of how various aspects of the context influence the behaviour of selfregulating students, and how these aspects could be used to reinforce learning behaviour.…”

Limited effects from professional identity formation-oriented education on self-regulated learning in a hybrid problem-based learning curriculum: a mixed-method study in Japan

“…Performance phase: Learners monitor and control behavior to attain goals 3. Self-reflection phase: Learners formulate new goals and strategies for future situations Because pre-clinical education cannot prepare learners for all challenges faced in less-structured learning situations in clinical clerkships, the robust development of SRL-oriented education in pre-clinical settings is justified [8][9][10]. Actually, lack of readiness to engage in SRL may result from the pre-clinical curriculum.…”