Self-regulated learning in the clinical context: a systematic review

Abstract

ObjectivesResearch has suggested beneficial effects of self‐regulated learning (SRL) for medical students' and residents' workplace‐based learning. Ideally, learners go through a cyclic process of setting learning goals, choosing learning strategies and assessing progress towards goals. A clear overview of medical students' and residents' successful key strategies, influential factors and effective interventions to stimulate SRL in the workplace is missing. This systematic review aims to provide an overview of and a theoretical base for effective SRL strategies of medical students and residents for their learning in the clinical context.MethodsThis systematic review was conducted according to the guidelines of the Association for Medical Education in Europe. We systematically searched PubMed, EMBASE, Web of Science, PsycINFO, ERIC and the Cochrane Library from January 1992 to July 2016. Qualitative and quantitative studies were included. Two reviewers independently performed the review process and assessed the methodological quality of included studies. A total of 3341 publications were initially identified and 18 were included in the review.ResultsWe found diversity in the use of SRL strategies by medical students and residents, which is linked to individual (goal setting), contextual (time pressure, patient care and supervision) and social (supervisors and peers) factors. Three types of intervention were identified (coaching, learning plans and supportive tools). However, all interventions focused on goal setting and monitoring and none on supporting self‐evaluation.ConclusionsSelf‐regulated learning in the clinical environment is a complex process that results from an interaction between person and context. Future research should focus on unravelling the process of SRL in the clinical context and specifically on how medical students and residents assess their progress towards goals.

Recruiting expertise: how surgical trainees engage supervisors for learning in the operating room

“…Nowadays restrictions on working hours and gaps in autonomous task performance force surgical trainees to learn more in less time . One strategy that allows surgical trainees to master clinical skills and improve individual learning strategies may involve self‐regulated learning (SRL) . According to the theories of SRL, learners can deliberately develop and adapt their cognitive strategies, behaviour and interactions with the learning environment to maximise the benefits of the learning moment .…”

“…Although SRL is appealing and effective in the academic context, its benefits in the clinical context have yet to be determined . Moreover, a recent systematic review of SRL in the clinical context highlighted the barriers SRL must overcome.…”

“…Moreover, a recent systematic review of SRL in the clinical context highlighted the barriers SRL must overcome. Time and patient outcome factors affect SRL in workplaces; furthermore, SRL appears to be highly context‐specific and is constructed by individual interactions between trainees and their workplaces . The authors emphasised that as long as processes of learning in clinical workplaces are not clarified, SRL will struggle to be effective .…”

“…Time and patient outcome factors affect SRL in workplaces; furthermore, SRL appears to be highly context‐specific and is constructed by individual interactions between trainees and their workplaces . The authors emphasised that as long as processes of learning in clinical workplaces are not clarified, SRL will struggle to be effective . Unfortunately, despite increasing attention in the literature towards interaction between surgical trainees and supervisors, regulation of learning in the OR remains poorly understood …”

Validating self-reflection and insight scale to measure readiness for self-regulated learning

“…One of the useful strategies for professional development and lifelong learning of students is Self-Regulated Learning (SRL). [89]…”