Self-regulated learning and academic performance in medical education

Lucieer, Susanna M.; Jonker, Laura; Visscher, Chris; Rikers, Remy M. J. P.; Themmen, Axel P. N.

doi:10.3109/0142159x.2015.1073240

Cited by 70 publications

(58 citation statements)

References 34 publications

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“…Furthermore, as doctors must maintain their competencies and skills throughout their careers in order to consistently meet the high standards of patient care [41–43], they must develop an awareness of their learning needs and use appropriate learning strategies to achieve their goals. As lifelong learners, doctors should adopt SRL and be motivationally, behaviourally and meta-cognitively proactive in their own learning process [44–46].…”

Section: Discussionmentioning

confidence: 99%

The self-regulated learning of medical students in the clinical environment – a scoping review

et al. 2017

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BackgroundSelf-regulated learning is the individual’s ability to effectively use various strategies to reach their learning goals. We conducted this scoping review to explore what has been found regarding self-regulated learning in the clinical environment and how this was measured.MethodsUsing Arksey and O’Malley’s five-stage framework, we searched three medical and educational databases as well as Google Scholar for literature on the self-regulated learning of medical students in the clinical environment published between 1966 and February 2017. After results were screened and relevant studies were identified, the data was summarised and discursively reported.ResultsThe search resulted in 911 articles, with 14 articles included in the scoping review after the inclusion criteria was applied. Self-regulated learning was explored in these studies in various ways including qualitative, quantitative and mixed methods. Three major findings were found: 1) levels of self-regulated learning change in the clinical environment, 2) self-regulated learning is associated with academic achievement, success in clinical skills and mental health and 3) various factors can support self-regulated learning levels in medical students.ConclusionsMost of articles exploring the self-regulated learning of medical students during the clinical years have been published in the last 5 years, suggesting a growing interest in the area. Future research could explore the self-regulated learning levels of medical students during the clinical years using a longitudinal approach or through the use of novel qualitative approaches.

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Section: Discussionmentioning

confidence: 99%

The self-regulated learning of medical students in the clinical environment – a scoping review

et al. 2017

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“…Self‐regulated learning is generally described as a cyclical process, often triggered by the formulating of goals and the subsequent employment of strategies to achieve and monitor advancement towards those goals, followed by engagement in reflection and the formulation of new learning goals . Research findings, however, indicate that students often struggle to regulate their learning in clinical learning environments as a result of the unpredictable, dynamic and messy nature of clinical workplace settings …”

Section: Introductionmentioning

confidence: 99%

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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“…In the context of a constantly advancing medical world, the medical profession must consistently meet the high standards of optimal patient care [1, 2] and maintain their area of expertise throughout their careers [3, 4]. It is important that doctors become life-long learners who take control of their learning needs and activities through self-regulated learning [1, 2, 5].…”

Section: Introductionmentioning

confidence: 99%

“…It is important that doctors become life-long learners who take control of their learning needs and activities through self-regulated learning [1, 2, 5]. Self-regulated learning (SRL) is defined as a process where the learner is motivationally, behaviourally and meta-cognitively proactive in the learning process [5].…”

Section: Introductionmentioning

confidence: 99%

Medical student changes in self-regulated learning during the transition to the clinical environment

et al. 2017

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BackgroundSelf-regulated learning (SRL), which is learners’ ability to proactively select and use different strategies to reach learning goals, is associated with academic and clinical success and life-long learning. SRL does not develop automatically in the clinical environment and its development during the preclinical to clinical learning transition has not been quantitatively studied. Our study aims to fill this gap by measuring SRL in medical students during the transitional period and examining its contributing factors.MethodsMedical students were invited to complete a questionnaire at the commencement of their first clinical year (T0), and 10 weeks later (T1). The questionnaire included the Motivated Strategies for Learning Questionnaire (MSLQ) and asked about previous clinical experience. Information about the student’s background, demographic characteristics and first clinical rotation were also gathered.ResultsOf 118 students invited to participate, complete paired responses were obtained from 72 medical students (response rate 61%). At T1, extrinsic goal orientation increased and was associated with gender (males were more likely to increase extrinsic goal orientation) and type of first attachment (critical care and community based attachments, compared to hospital ward based attachments). Metacognitive self-regulation decreased at T1 and was negatively associated with previous clinical experience.ConclusionsMeasurable changes in self-regulated learning occur during the transition from preclinical learning to clinical immersion, particularly in the domains of extrinsic goal orientation and metacognitive self–regulation. Self–determination theory offers possible explanations for this finding which have practical implications and point the way to future research. In addition, interventions to promote metacognition before the clinical immersion may assist in preserving SRL during the transition and thus promote life-long learning skills in preparation for real-world practice.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0902-7) contains supplementary material, which is available to authorized users.

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Self-regulated learning and academic performance in medical education

Cited by 70 publications

References 34 publications

The self-regulated learning of medical students in the clinical environment – a scoping review

The self-regulated learning of medical students in the clinical environment – a scoping review

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

Medical student changes in self-regulated learning during the transition to the clinical environment

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