Self-regulated learning in a competency-based and flipped learning environment: learning strategies across achievement levels and years

Abstract

Background: The transition from a traditional lecture-based curriculum to a competencybased curriculum poses significant challenges to both students and faculty in medical schools, especially when the curriculum is implemented in a flipped learning environment. Self-regulated learning (SRL) has been proven to be beneficial for competency-based learning and flipped classroom learning, but medical educators cannot expect our entering medical students to bring in these learning skills automatically. Methods: This study took place in the Michigan State University College of Human Medicine. A new competency-based curriculum was implemented in the fall 2016, focusing on the integration of basic science and clinical experience. Participants in this study were 26 firstand second-year students. By interviewing each student about the learning strategies they use in independent learning before class, we investigated how students use SRL strategies in different phases of learning, and how their adoption of SRL strategies differ across selfperceived achievement groups and years. Results: We found that students frequently use strategies in the stages of planning and reflection, but less frequently during the learning or monitoring phase. Students who perceive themselves as high achieving, and students in their second year of medical school do use more learning strategies during the monitoring stage than their counterparts. Conclusions: Students who lack self-regulation strategies may fail to comprehend or connect ideas in their pre-class learning, which could lead to ineffective learning outcomes during inclass activities. Our study indicated that while medical students, who tend to be successful learners in their undergraduate study, were able to use learning strategies to plan and reflect on their learning, they need more explicit instruction in how to monitor their own learning.

Self-regulated learning: the effect on medical student learning outcomes in a flipped classroom environment

“…One of our own studies looked at medical students' SRL in a flipped classroom learning environment and found that students frequently used strategies in the stages of planning and reflection, but less frequently during the learning or monitoring phase. Our study however, did not associate this with learning outcomes [17]. One study conducted in an elementary math course [9] suggested that SRL strategies in flipped learning could benefit students' construction of knowledge, and thus further improve learning achievement.…”

“…Thus, more training and ongoing support will be needed to help students develop the SRL skills they will need to obtain the full benefits of the flipped classroom, and to help enable them to make a smooth transition from traditional lecture-focused learning [9]. For example, curriculum developers could provide concept maps or other graphic organizers to help students develop organization skills, or a learning coach could provide co-regulated learning opportunities with struggling students to share the cognitive and metacognitive thinking load [17].…”

An innovative pharmacology curriculum for medical students: promoting higher order cognition, learner-centered coaching, and constructive feedback through a social pedagogy framework

“…Increasing attention is being paid to learner-centered coaching and helpful feedback as educational strategies relevant to various health education contexts [1][2][3][4]. This is consistent with the larger trending reform movement in health professions education that emphasizes self-regulation coupled to the development and practice of adaptive mastery [5][6].…”

Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design

“…Self-regulated learning strategies are used to develop self-regulated learning skills. Zheng et al (2020) revealed that students who cannot use SRL strategies may fail to understand and associate online content, which may negatively affect their performance in F2F activities. Allowing to use self-regulated learning strategies in F2F and online learning environments (OLE) while designing courses with FCM can positively contribute to students' performance (Butzler, 2016).…”