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

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Kenneth K. Cho ◽  
Brahm Marjadi ◽  
Vicki Langendyk ◽  
Wendy Hu
Keyword(s):  
Medical Students ◽  
Scoping Review ◽  
The Self ◽  
Clinical Environment ◽  
Self Regulated Learning ◽  
Regulated Learning

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

2019 ◽  
Vol 54 (3) ◽  
pp. 234-241 ◽  
Author(s):  
Derk Bransen ◽  
Marjan J. B. Govaerts ◽  
Dominique M. A. Sluijsmans ◽  
Erik W. Driessen
Keyword(s):  
Medical Students ◽  
The Self ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals SELF-REGULATED LEARNING IN CORRELATION TO LEARNING OUTCOME OF COMPUTER-BASED TEST PREPARATION OF MEDICAL STUDENTS

2019 ◽  
Vol 8 (3) ◽  
pp. 136
Author(s):  
Ade Pryta R. Simaremare
Keyword(s):  
Medical Students ◽  
Learning Outcome ◽  
The Self ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Clinical Phase ◽  
Regulated Learning ◽  
Computer Based

Background: After the preclinical and clinical phase, medical students have to pass the Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) consisting the computer-based test (CBT) and objective structured clinical examination (OSCE). In preparation of the examinations, the student should follow tutoring activity. During the process, the student will be given try outs to measure the learning outcome. This study aimed to measure the self-regulated learning in correlation to learning outcome of Computer-based test of May 2018 batch preparation participants in Medan. Methods: This was an observational correlation analytic study with cross sectional method and 204 respondents collected. The self-regulated learning score obtained using a questionaire and the learning outcome obtained from the try out scores average gained by the respondents. Result: This study revealed that most of the participants represented bad in self-regulated learning (72,1%). The metacognition aspect mainly represented in bad (55,9%), the motivation aspect mainly represented in bad (77%), however, the behaviour aspect mainly represented in good (51,5%). The learning outcomes mainly represented in fail (87,3%). According to chi square test, this study showed that there was no correlation between self-regulated learning and learning outcome of students prepared for the CBT of May 2018 batch in Medan (p value = 0,731). Conclusion: Learning outcome affected by many factors. The students ability of learning, thinking, and problem solving affected by adaptation in values, beliefs, and customs that evolved in their social and cultural environment. Furthermore, it also affected by self confidence, motivation and learning purposes. Keywords: medical student, computer-based test, self-regulated learning, learning outcome 

scholarly journals Relationships between medical students’ co-regulatory network characteristics and self-regulated learning: a social network study

2021 ◽  
Author(s):  
Derk Bransen ◽  
Marjan J. B. Govaerts ◽  
Dominique M. A. Sluijsmans ◽  
Jeroen Donkers ◽  
Piet G. C. Van den Bossche ◽  
...  
Keyword(s):  
Social Network ◽  
Medical Students ◽  
Regulatory Network ◽  
Regulatory Networks ◽  
Learning Opportunities ◽  
Network Size ◽  
Tie Strength ◽  
Network Characteristics ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract Introduction Recent conceptualizations of self-regulated learning acknowledge the importance of co-regulation, i.e., students’ interactions with others in their networks to support self-regulation. Using a social network approach, the aim of this study is to explore relationships between characteristics of medical students’ co-regulatory networks, perceived learning opportunities, and self-regulated learning. Methods The authors surveyed 403 undergraduate medical students during their clinical clerkships (response rate 65.5%). Using multiple regression analysis, structural equation modelling techniques, and analysis of variance, the authors explored relationships between co-regulatory network characteristics (network size, network diversity, and interaction frequency), students’ perceptions of learning opportunities in the workplace setting, and self-reported self-regulated learning. Results Across all clerkships, data showed positive relationships between tie strength and self-regulated learning (β = 0.095, p < 0.05) and between network size and tie strength (β = 0.530, p < 0.001), and a negative relationship between network diversity and tie strength (β = −0.474, p < 0.001). Students’ perceptions of learning opportunities showed positive relationships with both self-regulated learning (β = 0.295, p < 0.001) and co-regulatory network size (β = 0.134, p < 0.01). Characteristics of clerkship contexts influenced both co-regulatory network characteristics (size and tie strength) and relationships between network characteristics, self-regulated learning, and students’ perceptions of learning opportunities. Discussion The present study reinforces the importance of co-regulatory networks for medical students’ self-regulated learning during clinical clerkships. Findings imply that supporting development of strong networks aimed at frequent co-regulatory interactions may enhance medical students’ self-regulated learning in challenging clinical learning environments. Social network approaches offer promising ways of further understanding and conceptualising self- and co-regulated learning in clinical workplaces.

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

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