Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum

Abstract

Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can be integrated into PBL. AbstractProblem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance.The study presented here investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum.This investigation involved design, delivery, and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of engagement with, and outcomes from, the SRL support.The findings indicate that students who actively engaged with support for SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in and control over their approaches to learning in PBL. This study advances understanding about the how the development of SRL can be integrated into PBL.3

How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum

“…Particularly during the project, students had ample experience with personal autonomy, self-management in learning and independent pursuit of learning, which is in line with the ideas of Candy (1991). Associated with this type of education is the development of elaboration, critical thinking and metacognitive self-regulation (Garrison 1997;Thomas, Bennett, and Lockyer 2016). In contrast, we found relatively low scores on critical thinking.…”

Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes

“…This approach allowed students to explore and visualize content material that was delivered separately and integrate the information prompted by the clinical case and using concept mapping. Although concept mapping has been used in problem-based medical curricula, 8,11,13 this is the first report of this active learning method to be engaged and aligned with didactic lecture curriculum for first-year medical students.…”

“…One way to aid medical students to achieve this competency is to practice integrating medical science with clinical practice concepts using concept mapping. 3,6 The methodology of concept mapping has been used in medical education to promote both knowledge integration 3,[7][8][9][10][11] and assessment. 10,12,13 Along with knowledge integration, another important aspect of modern health care is collaborative and team-based care.…”

How characteristic routines of clinical departments influence students’ self-regulated learning: A grounded theory study

“…In contexts designed for learning, curriculum pedagogy, possibilities for guided and independent practice and social attributes are known to have an effect on SRL (Turan et al 2009;Sitzmann and Ely 2011;Zumbrunn et al 2011;Bjork 2013;Dannefer and Prayson 2013;Lucieer et al 2016;Thomas 2016). However, clinical learning happens in a more complex context designed primarily for patient care.…”