Self-regulated learning: A key learning effect of feedback in a problem-based learning context

Abstract

Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regulated learning. Objective. To explore ways in which students use feedback to promote self-regulated learning in a PBL environment. Methods. This was an exploratory qualitative study in which individual interviews and focus group discussions were conducted with health science students who had experience of the tutorial process. Data were collected through audio recording and writing of field notes. Thematic analysis was employed to generate the reported themes. Results. Students used feedback in various ways that can lead to self-regulated learning. Their experiences were summarised into three themes, i.e. activation of prior knowledge; reflection; and formulation of a personal learning plan. From the findings, a conceptual model linking feedback and selfregulated learning in a PBL context was developed. Conclusion. In this study, we propose a conceptual model illustrating how feedback is a major activity in the critical pathway that leads to self-regulated learning.

“Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning

“…Educators should foster learners' self-regulation through encouraging incrementally more ownership of strategies, with teachers inputting where guidance is needed. Previous work indicates that facilitation in a problem-based learning (PBL) context helps learners to generate learning plans [51]. By employing reflective feedback conversations, educators can increase learner agency and engagement in self-regulation with feedback [52].…”

اليقظة العقلية وعلاقتها باستراتيجيات التعلم المنظم ذاتيًا لدى طلبة الجامعة.

“…( ‫ػٍٝ‬ ‫اٌلهاٍخ‬ ‫ٚٛجمذ‬ ، ‫اٌزقوط‬ ‫ثؼل‬ ‫ٌٍؼًّ‬ ‫اٌطٍجخ‬ ‫افز١به‬ ‫ػٍٝ‬ ‫ًب‬ ‫مار١‬ ‫إٌّظُ‬ ‫اٌزؼٍُ‬ 370 ‫إؽلٜ‬ ‫فٝ‬ ‫ًب‬ ‫ٛبٌج‬ ) ‫ًب‬ ‫مار١‬ ‫إٌّظُ‬ ‫اٌزؼٍُ‬ ‫ِم١بً‬ ‫ِٕٙب:‬ ‫أكٚاد‬ ‫اٍزقلاَ‬ ‫ٚرُ‬ ‫رب٠ٛاْ،‬ ‫فٝ‬ ‫اٌغبِؼبد‬ Self-Regulated Learning Skills Inventory (Lapan, 2004 ‫رؤصو‬ ‫ًب‬ ‫مار١‬ ‫إٌّظُ‬ ‫اٌزؼٍُ‬ ‫اٍزوار١غ١بد‬ ‫أْ‬ ‫ِٕٙب:‬ ‫ٌٕزبئظ‬ ‫ٚرٍٕٛذ‬ ، ‫اٌؼًّ.‬ ‫فٝ‬ ‫اٌوغجخ‬ ‫اٌطبٌت‬ ‫ٌلٜ‬ ‫رؼيى‬ ‫أٔٙب‬ ‫ؽ١ش‬ ‫اٌزقوط،‬ ‫ثؼل‬ ‫ٌٍؼًّ‬ ‫اٌطبٌت‬ ‫افز١به‬ ‫ػٍٝ‬ ‫كهاٍخ‬ ‫ؽبٌٚذ‬ ‫ث١ّٕب‬Mubuuke, et al (2017) …”