Self-Regulated Learning Strategies Used in Surgical Clerkship and the Relationship with Clinical Achievement

Turan, Sevgi; Konan, Ali

doi:10.1016/j.jsurg.2011.09.003

Cited by 36 publications

(38 citation statements)

References 14 publications

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“…Five studies reported correlations between levels of SRL and academic achievement during clerkship [20–24]. Sobral’s and Song et al’s studies found associations between aspects of SRL and achievement in written exams during the clinical years [21, 22], whilst Turan and Konan found no such relationship between SRL scores and written examination results [20].…”

Section: Resultsmentioning

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: Resultsmentioning

confidence: 99%

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

et al. 2017

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“…The instrument has been used in a wide range of population groups, from students in primary schools to those in higher education. Several studies have used the MSLQ as part of medical education research and have found associations between MSLQ scores and academic achievement [6, 37–39]. One preliminary study used the MSLQ to measure the changes in SRL of preclinical medical students that occurred between the first and second year of their course [40].…”

Section: Methodsmentioning

confidence: 99%

“…Self-regulated learning (SRL) is defined as a process where the learner is motivationally, behaviourally and meta-cognitively proactive in the learning process [5]. In the clinical environment SRL has been associated with academic achievement [4, 6–8], success in clinical skills [9] and emotional health [10]. …”

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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“…This model exhibited extremely poor fit (x 2 (10)5161.2, p,.05, RMSEA5.32 [.278, .36], CFI5. 19), suggesting that the rate of increase in assessment scores did not follow a linear trend.…”

Section: Appendix 1 Model Developmentmentioning

confidence: 97%

“…16 Aspects of the MSLQ have been found to correlate with academic performance in the health professions. [17][18][19] The primary purpose of this study was to determine if learning pharmacokinetics in a team-based environment would be impacted by various student characteristics, including personality, attitude regarding intelligence, attitude regarding team-learning, motivation, study skills, or amount of practice. The secondary purpose was to determine whether personality, attitudinal, or motivational factors would impact student views of team or cooperative learning.…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

Persky

Henry

Campbell

2015

American Journal of Pharmaceutical Education

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Objective. To examine factors that determine the interindividual variability of learning within a teambased learning environment. Methods. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. Results. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. Conclusion. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

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Self-Regulated Learning Strategies Used in Surgical Clerkship and the Relationship with Clinical Achievement

Cited by 36 publications

References 14 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

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

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

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