Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning

Abstract

The necessity for healthcare professionals to regulate their learning is widely acknowledged due to positive associations with highquality healthcare and lifelong learning. 1,2 For example, safeguarding high standards in healthcare requires physicians to monitor relevant developments in continuously and rapidly changing healthcare practices and to align appropriate learning opportunities with personal learning needs and learning goals. 3 Hence, physicians have to engage in self-regulated learning (SRL) to develop and maintain competence. 4 Generally, self-regulated learners are considered to be "meta-cognitively, motivationally, and behaviourally active participants in their own learning". 5 In pursuit of and committed to their goals, they design and implement strategies aligned with these goals, monitor progression towards these goals, followed by reflection and -when applicable -formulation of new learning goals. 6,7 Because of its relevance for education and practice, and as SRL skills can be learnt and therefore taught, health professions curricula build in elements to support and facilitate the development of students' SRL. [8][9][10] For example, many curricula implement portfolio systems that stimulate or require students to reflect on progress and formulate personal learning plans, 11 or include problem-based learning principles to stimulate students' self-directedness. 12,13

Beyond competence: Towards a more holistic perspective in medical education

“…To develop and maintain competence and autonomy, learners need to recognise gaps in their knowledge and skills and regulate their learning activities accordingly. In the third conceptual paper on the ‘self’ in this issue, Bransen and colleagues argue that these regulatory processes encompass not only the well‐studied self but also the co‐shared and socially shared regulation of learning 7 . Co‐regulated learning (CRL) describes how other persons such as supervisors or peers regulate the learning activities of the trainee, while socially shared regulated learning (SSRL) describes how learners regulate each other's learning during collaborative study.…”

Nurturing the “self” in health professions education

“…In health professional education, a confidence‐competence ratio (CCR) near one is linked with safe and professional practice. In this issue, like Bransen et al, 1 Gottlieb et al 2 underscore the role of external factors in shaping confidence by highlighting the domain specificity of the CCR. As such, they argue that we must consider confidence, competence and their relationship to truly understand what it means to engage in competency‐based medical education (CBME).…”

“…Together, these imperatives suggest the importance of engaging in conversation about evolving self-referent phenomena to human agency in health professions education as a collective phenomenon. In this Connections article, we will uncover the malleable nature of "self" by arguing that this internal state: (1) should not be treated as stable but rather should be conceived of as related to external agencies including social and contextual factors, (2) must be nurtured to attain wellness and (3) could be fostered even in the context of clinical supervision grounded in supporting learner autonomy. To do so, we provide a brief summary of four articles contained in this State of the Science issue and then draw connections between them to shed light on our assertions and share insights into the basis of the evolving concept of "self" in medical education.…”

“…Self‐regulated learning underscores how students could be masters of their own learning by planning, monitoring, and reflecting on its outcomes. Bransen et al 1 move the literature forward in this regard by initiating a discussion on the shift from “self‐regulation” to “co‐regulation” and, finally, to “shared regulation of learning”. Shared regulation is more integrative and is geared towards collective competence, which shares aims with team‐based collaborative approaches to health care management.…”

Connections within the seemingly inevitable triad of self, social and situation

“…In the end, that is exactly what happened. For example, Branson et al talk of socially shared regulation when exploring ‘self’ regulated learning 3 ; Bochatay et al use reflections on ‘social’ identity as a means towards improving the situation of learning environment 4 ; and Sheehan and Wilkinson explore how the ‘situation’ inherent in culture interacts with individuals' identity development 5 …”