Self-regulated learning: the challenge of learning in clinical settings

Sandars, John; Patel, Rakesh

doi:10.1111/medu.12695

Cited by 8 publications

(2 citation statements)

References 7 publications

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“…[16][17][18][19] By contrast with classroom learning, little is known about how to facilitate active engagement in lifelong learning in contexts other than those dedicated to learning, for instance the clinical workplace. 20,21 This is important because a major part of medical education happens within clinical contexts and those are not intrinsically suited for active learning. 22 Additionally, active engagement in lifelong learning in clinical contexts requires modified learning strategies compared with classroom contexts.…”

Section: Entry To Practicementioning

confidence: 99%

Context matters when striving to promote active and lifelong learning in medical education

et al. 2017

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Where do we stand now? In the 30 years that have passed since The Edinburgh Declaration on Medical Education, we have made tremendous progress in research on fostering ‘self‐directed and independent study’ as propagated in this declaration, of which one prime example is research carried out on problem‐based learning. However, a large portion of medical education happens outside of classrooms, in authentic clinical contexts. Therefore, this article discusses recent developments in research regarding fostering active learning in clinical contexts. Self‐regulated, lifelong learning in medical education Clinical contexts are much more complex and flexible than classrooms, and therefore require a modified approach when fostering active learning. Recent efforts have been increasingly focused on understanding the more complex subject of supporting active learning in clinical contexts. One way of doing this is by using theory regarding self‐regulated learning (SRL), as well as situated learning, workplace affordances, self‐determination theory and achievement goal theory. Combining these different perspectives provides a holistic view of active learning in clinical contexts. Entry to practice, vocational training and continuing professional development Research on SRL in clinical contexts has mostly focused on the undergraduate setting, showing that active learning in clinical contexts requires not only proficiency in metacognition and SRL, but also in reactive, opportunistic learning. These studies have also made us aware of the large influence one's social environment has on SRL, the importance of professional relationships for learners, and the role of identity development in learning in clinical contexts. Additionally, research regarding postgraduate lifelong learning also highlights the importance of learners interacting about learning in clinical contexts, as well as the difficulties that clinical contexts may pose for lifelong learning. However, stimulating self‐regulated learning in undergraduate medical education may also make postgraduate lifelong learning easier for learners in clinical contexts.

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Section: Entry To Practicementioning

confidence: 99%

Context matters when striving to promote active and lifelong learning in medical education

et al. 2017

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“…In vocational learning, selfregulation can also be challenging if the instructor, student, and environment are not interacting harmoniously (Jossberger et al, 2010). The environment and discipline can also create challenges with self-regulation, particularly in settings like medical school, where students are required to complete clinical studies (Sandars & Patel, 2015).…”

Section: Challenges With Self-regulated Learningmentioning

confidence: 99%

On college student success, living-learning communities, and self-regulated learning: an interpretative phenomenological analysis

Thomas

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Living-learning communities have surfaced as a high-impact practice designed to combat student attrition and support student success in higher education. Despite this connection to high-impact practices, there is limited understanding regarding how living-learning communities develop self-regulated learners, a key characteristic of student success. Studies regarding living-learning communities and student success have usually been attentive to academic achievement, retention, graduation rates, student engagement, and transition to college. This interpretative phenomenological study focused on how living-learning communities foster educational environments that develop self-regulated learners, a key indicator of college student success. The research site was one of the largest Historically Black Colleges-Universities in the southeastern region. The target population was first-generation undergraduate college students matriculating through a living-learning community. The results of the study found that living-learning communities encompass several vital mechanisms that help the program foster an educational environment conducive to developing self-regulated learners. This study serves to provide disciplinary leaders, organizational leaders, and policy makers with pertinent knowledge about the interwovenness of living-learning communities, self-regulation, and college student success.

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