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

Siddiqui, Faezah; Malik, Ali Awais

doi:10.1016/j.jtumed.2019.03.003

Cited by 11 publications

(10 citation statements)

References 13 publications

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“…Many researchers highlighted this affective domain for development of character education programs (Yeager et al, 2014;Anam et al, 2019). For example, selfregulation skills differ among gifted students (Tortop, 2015), self-improvement depends on regulation (Odinokaya et al, 2019), become an independent learner (Sholeh, 2019), SRL skills impact learning interest (Kizilcec et al, 2017), and the application of various teaching methodologies in SRL (Siddiqui & Malik, 2019), improve reasoning for students (Roslan et al, 2014), develop better understanding (Suardi & Hamid, 2013), emphasis on skills (Greene et al, 2015), strategic activities play an important role in learning (Isohätälä et al, 2017), helping them to think critically (Ratminingsih et al, 2017), improve metacognition and cognitive abilities (Pantiwati, 2017), shifting from the task understanding stage to monitoring activities (Järvelä et al, 2016). From that point on, character education training programs have formed attributes to develop graduates.…”

Section: Introductionmentioning

confidence: 99%

Identification of Factors Affecting of Character Education Program on High School Students’ Self-Regulation Skills

Fawait

Setyosari

Sulthoni

et al. 2020

Journal for the Education of Gifted Young Scientists

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The purpose of this study is to identify the factors of character education that affect students' self-regulation skills. Research uses a quantitative approach. The instrument used was adapted from SRLOQ, which was developed by (Vrieling et al., 2013), but modified with words to fit the context of this study. The research instrument consisted of two parts: measurement of self-regulation skills and student demographic information with a total of 108 students who took part in a character education training program at a high school in Islamic boarding schools. Data analysis involves t test, analysis of variance and multiple regression analysis. The results of this study indicate that gender and age have a strong and significant influence on self-regulation skills. Previous education was also found to have an indirect impact on self-regulation skills. This shows that age maturity is an important component of self-regulation skills, because the higher the age level, the higher the student's thinking ability. In addition, gender is also a component that affects self-regulation skills because there are differences in the way of thinking between men and women. The findings of this study indicate that self-regulation skills become dynamic entities especially with increasing age and gender differences.

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Section: Introductionmentioning

confidence: 99%

Identification of Factors Affecting of Character Education Program on High School Students’ Self-Regulation Skills

Fawait

Setyosari

Sulthoni

et al. 2020

Journal for the Education of Gifted Young Scientists

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“…Self-regulation skills are a powerful predictor of academic success in online learning (Jouhari et al, 2015;Siddiqui & Malik, 2019). The importance of SRL with self-management is one of the positive perceptive views for integrating MLP in a clinical setting in the current study.…”

Section: Discussionmentioning

confidence: 73%

Integrating a Mobile-Learning Platform for Enhancing Clinical Teaching: The Learners’ Perspective

Oo¹,

Schofield²,

Aung³

et al. 2022

IJLTER

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The role of mobile technology has become an integral part of daily activity among today’s society, including medical schools and hospitals. This study aimed to establish a mobile-learning platform for providing high-quality clinical teaching in undergraduate medical education. It was a mixed-methods design of quantitative survey and qualitative focus-group discussions to analyse the learners' view for acceptance of technology-integrated learning in clinical teaching at Universiti Sultan Zainal Abidin. Forty-two undergraduate medical students from years 3 and 5 participated in this study. The vast majority found that a mobile-learning platform was a helpful medium for the integration of leaning resources and collaboration with other health-care professionals in a clinical setting (p<0.001). They generally agreed that there is an improvement in clinical competence, confidence in clinical reasoning and focusing on the discussion by providing constructive feedback (p<0.001). The qualitative focused group discussion’s findings indicated that most of the participants expressed their satisfaction with improving their intellectual skills and their anticipation of achieving strategic learning via integrated bedside teaching with mobile-group discussions. Overall, the participants accepted that a mobile-learning platform integrated bedside teaching is a constructive, productive approach for enhancing and facilitating their learning in a clinical setting. This study offered a unique insight into learners’ perceptions of benefits and the limitation of technology-enhanced learning in undergraduate medical training. The essential attributes of mobile technology are crucial for technology integration in high-quality clinical teaching.

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“…O uso dessa escala aplicada a estudantes de Medicina vem sendo relatada. Siddiqui et al 10 Uma outra questão importante a ser avaliada é a mudança na autorregulação do estudantes ao longo do curso.…”

Section: Avaliação Da Srl Por Meio Do Mslqunclassified

Self-regulated learning e ensino médico: revisão de literatura

Quintanilha

Avena

Portilho

et al. 2023

Rev. bras. educ. med.

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Resumo: Introdução: A aprendizagem autorregulada (self-regulated learning - SRL) é o processo ativo que o aluno realiza para atingir seus objetivos de aprendizagem. No ensino médico, pelo fato de o ambiente clínico ser propício para o desenvolvimento da SRL, há potencial benefício na aplicação dessa ferramenta no processo de ensino-aprendizado, embora as diferenças em seus cenários de aplicação exijam uma análise mais aprofundada. Objetivo: Este artigo apresenta uma revisão da literatura sobre o histórico do desenvolvimento da SRL, sua aplicabilidade e avaliação em estudantes de Medicina por meio de escala validada, além dos fatores que a influenciam, como métodos de ensino e questões demográficas e socioculturais. Método: Realizou-se uma busca com o descritor self-regulated learning nas plataformas PubMed e SciELO e na revista Medical Education Online para artigos em inglês publicados entre 2010 e 2021. Resultado: A busca nas bases de dados resultou em 198 artigos, dos quais foram selecionados 100 para a análise crítica. Desses 100 artigos, selecionaram-se 31 que preenchiam os critérios desta revisão. Conclusão: A SRL é um conceito contemporâneo considerado pilar no processo educacional. Trata-se de ferramenta de grande valor em psicologia educacional. A aplicabilidade da SRL no contexto do ensino médico demonstra-se efetiva e traz consigo especificidades sobre a autorregulação do estudante de Medicina. Contudo, são necessários novos estudos acerca do tema, de modo a permitir o desenvolvimento de métodos instrucionais eficazes com sua utilização.

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

Cited by 11 publications

References 13 publications

Identification of Factors Affecting of Character Education Program on High School Students’ Self-Regulation Skills

Identification of Factors Affecting of Character Education Program on High School Students’ Self-Regulation Skills

Integrating a Mobile-Learning Platform for Enhancing Clinical Teaching: The Learners’ Perspective

Self-regulated learning e ensino médico: revisão de literatura

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