BackgroundReflection on learning is an essential component of effective learning. Deconstructing the components of reflection on learning using a self-regulated learning (SRL) framework, allows the assessment of students’ ability to reflect on their learning. The aim of this study was to validate an instrument to measure medical students’ reflection on their learning.MethodsA systematic search was conducted to identify the most suitable instrument to measure students’ reflection on their learning based on the theoretical framework of SRL. The search identified the Motivated Strategies for Learning Questionnaire (MSLQ) which contained five subscales: internal goal orientation, self-efficacy, critical thinking, metacognitive/self-regulation, help seeking and peer learning. Using the original MSLQ as the foundation, we carried out three phases of a research program to develop a useful set of items: an expert panel’s review of items, a substantial pilot study, and a factor analysis of ratings of a modified set of items by preclinical and final year medical students.ResultsThe factor analysis of the Modified MSLQ extracted four subscales with reasonable internal consistency: self-orientation, critical thinking, self-regulation and feedback-seeking. Each subscale correlates highly with the Modified MSLQ score, with modest inter-correlations between the subscales suggesting that they are measuring different components of the total score.ConclusionMedical students and their educators need to be able to monitor their learning in their complex academic and clinical environments. The Modified MSLQ provides a means of investigating and tracking individual medical students’ reflections on their learning.

OBJECTIVE This study compared the academic performance of graduate-and undergraduate-entry medical students completing the same pre-clinical curriculum and assessment at a large metropolitan university. Arguments have been made for the relative merits of both graduate-and undergraduate-entry medical programmes. However, data on the academic performance of graduate and undergraduate entrants are relatively scarce.

Purpose: Widespread, quality genomics education for health professionals is required to create a competent genomic workforce. A lack of standards for reporting genomics education and evaluation limits the evidence base for replication and comparison. We therefore undertook a consensus process with the aim of developing a recommended minimum set of information to support consistent reporting of the design, development, delivery and evaluation of genomics education interventions.Methods: Draft standards were derived from the literature (25 items from 21 publications).Thirty-six international experts were purposively recruited and completed three rounds of a modified Delphi process to reach consensus on relevance, clarity, comprehensiveness, utility and design. Results:The final standards include 18 items relating to development and delivery of genomics education interventions, 12 relating to evaluation, and one on stakeholder engagement. Conclusion:These reporting item standards for education and evaluation of genomics (RISE2 Genomics) are intended to be widely applicable across settings and health professions. Their use by those involved in reporting genomics education interventions and evaluation, as well as their adoption by journals and policy makers as the expected standard, will support greater transparency, consistency and comprehensiveness of reporting.Consequently, the evidence base of genomics education will be more robust, enabling highquality genomics education and evaluation across a range of settings.

We examined self-descriptions of children of Somali refugee families in Australian primary schools, focusing on how children's school-related skills and needs relate to the interpretive frames of mainstream and ethnic cultures. Three groups of Grade 5 and 6 children (Somali, Disadvantaged, Advantaged) made choices among school-related skills, and rated feelings and needs for the transition to high school. Findings indicate a general goodness of fit between emphases of the mainstream culture and Somali children's choices (sport, maths), while reflecting some values of their ethnic interpretive frames (rejecting art, music). Gender stereotypic differences did not interact with culture. Children's computer-based choices provide a basis for bringing together studies of development and acculturation, and for differentiating between refugee status and socio-economic disadvantage.

The findings of this study suggest that any academic performance advantage held by graduate-entry medical students is limited to the early years of the medical course, and is not evident during clinical training in the later years of the course.