Self-Regulated Learning Practice of Undergraduate Students in Health Professions Programs

Chitra, Ebenezer; Hidayah, Norul; Chandratilake, Madawa; Nadarajah, Vishna Devi

doi:10.3389/fmed.2022.803069

Cited by 13 publications

(5 citation statements)

References 51 publications

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“…Rui et al emphasized that the development of metacognitive strategy enhanced active learning among students [11]. In line with our results, Chitra et al found that the practice of SRL strategies enabled students to be more successful in their careers [12]. Siddiqui et al have reported that SRL strategies not only enhance medical students' performance as care providers and lifelong learners but also equip them to manage difficult situations by enhancing their leadership qualities, communication, and decision-making skills [13].…”

Section: Discussionsupporting

confidence: 87%

The Correlation Between Cognitive Flexibility and Learning Strategies Adopted by Medical Students

Begum,

Udayakumar,

Ukkirapandian

2023

Cureus

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Background and objectiveThe term cognitive flexibility refers to the ability of the students to adapt to a challenging environment. This quality has been found to enhance creativity and skills for innovation among medical students who are expected to face a taxing environment in clinical settings. Medical students should be competent enough to address the problems on their own and work with autonomy. The practice of self-regulated learning (SRL) can be associated with cognitive flexibility. Hence, this study aimed to determine the correlation between learning strategies and cognitive flexibility. Our primary objective was to correlate the different learning strategies adopted and cognitive flexibility among medical students.

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Section: Discussionsupporting

confidence: 87%

The Correlation Between Cognitive Flexibility and Learning Strategies Adopted by Medical Students

Begum,

Udayakumar,

Ukkirapandian

2023

Cureus

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“…The students' self-directed learning levels were also reported to be above average. The findings of previous studies investigating the self-directed learning levels of university students mostly indicate that university students have above-average SRL levels (Argun, 2021;Askin, 2015;Askin & Demirel, 2018;Chitra et al, 2022;Holzweber, 2019). It seems that the fact that university-level students as adults have various learning experiences, either easy or difficult, and face obstacles (Holzweber, 2019) throughout their educational life most likely provides them with skills such as being aware of their own learning styles or monitoring their progress.…”

Section: Discussionmentioning

confidence: 96%

Do you feel prepared? EFL learners’ readiness for online learning and self-directed learning ability

Genc,

Kutlu,

Kirmizibayrak

2024

CONT ED TECHNOLOGY

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In recent years, the widespread use of online learning environments and tools, especially with the outbreak of the COVID-19 pandemic, has brought students’ readiness for online learning and their ability to manage their own learning processes to the fore. This study aims to investigate the online learning readiness (OLR) and self-directed learning skills of English language learners at a state university in Turkey. For this purpose, a cross-sectional, descriptive study methodology was employed. The study group consisted of 202 randomly selected first-year volunteer students. An information form and two scales were used to collect data. Additionally, the effects of some demographic factors on EFL students’ OLR and self-directed learning skills were also investigated. The results of the study revealed that university students have a moderate level of self-directed learning and readiness to learn in the online environment. As another result of the study, it was determined that various independent variables had an impact on the participants’ OLR levels. In parallel with the findings of the study, some pedagogical strategies were discussed and suggested.

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“…For the purposes of the intervention, and to make the steps of self-regulated learning more relatable and actionable for medical students, the three phases were simplified to represent the core principles of self-regulated learning including 1) goal setting, 2) applying evidence-based learning strategies, and 3) reflection. This simplified model has also been used in prior studies involving self-regulated learning among medical students [ 17 ]. In this study, evidence-based learning strategies refers to methods for learning which have been shown to improve long-term retention of learned material including self-quizzing, consolidation, and interleaving [ 18 ].…”

Section: Methodsmentioning

confidence: 99%

First-year medical students’ perceptions of a self-regulated learning-informed intervention: an exploratory study

et al. 2022

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Background Students with developed self-regulated learning (SRL) skills demonstrate an ability to set individualized educational goals, select optimal learning strategies for reaching these goals, and reflect on overall progress. The primary aims of this study were to investigate first-year medical students’ perceived utility of a self-regulated learning-informed intervention and to assess the impact of its implementation on students’ intended use of SRL throughout medical school. Methods A two-part educational intervention focused on SRL skill development was carried out at Harvard Medical School during the start of the 2021 academic year. For the first component of the intervention, 169 first-year medical students engaged in an interactive class session structured around SRL concept videos, a brief lecture, small group discussions and individual reflection. Students completed pre- and post-intervention surveys which inquired about learners’ current and anticipated application of SRL skills. During the second component of the intervention, 15 first-year medical students participated in a set of one-on-one academic SRL coaching sessions. All coaching participants completed follow-up semi-structured interviews. Results A statistically significant increase was observed between students’ use of skills in all domains of self-regulated learning prior to the intervention and their anticipated use of these skills following the intervention. Prior to the intervention, 60.1% (n = 92) of students reported utilizing evidence-based learning strategies, compared to 92.8% (n = 142) of students (p < 0.001) who anticipated applying this SRL skills at the completion of the classroom session. Six core themes emerged from qualitative analysis of the post-intervention survey including learning plan development, accountability and progress tracking, goals for growth, engagement through active learning, routine reflection, and adapting to the curriculum. Conclusions Both classroom-based learning sessions and one-on-one academic coaching programs are feasible approaches for encouraging the use of self-regulated learning techniques in the preclinical setting.

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Self-Regulated Learning Practice of Undergraduate Students in Health Professions Programs

Cited by 13 publications

References 51 publications

The Correlation Between Cognitive Flexibility and Learning Strategies Adopted by Medical Students

The Correlation Between Cognitive Flexibility and Learning Strategies Adopted by Medical Students

Do you feel prepared? EFL learners’ readiness for online learning and self-directed learning ability

First-year medical students’ perceptions of a self-regulated learning-informed intervention: an exploratory study

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