Page 103 - Medical students’ self-regulated learning in clinical contexts

Pattern Statement
1: Engaged
2:
Critically opportunistic
3: Uncertain
4: Restrained
5: Effortful
1 I do what my supervisor asks from me
+1
+2
+4
+5
+5
2 I deliberately plan my learning
+2
+1
-3b
-1b
0b
3. If there is little to do on the ward, I will go and try to find other learning opportunities
+4a
-2b
-1
-1
+1
4. I ask myself questions when I am reading new information to test if I really know it
-2b
-3
-4
+1b
+2b
5. I make sure I keep paying attention during educational talks
+2
+1
+3
+2
-2a
6. I actively follow up on patients
+2
+3b
+2
+3
+1
7. I am well prepared for a clerkship day
+1
-1
+2
-2
+4a
8. I sometimes do something I do not think is useful, because it will enable me to do something different that I do think is useful
-3
-1
-1
-3
+3a
9. I schedule the tasks I have to do in a day
+1
+1
0
+2
-2b
10. I go to seek a computer elsewhere, if there is not one available for me in the doctors’ room
+1
+2
+3
+4
-1a
11. I only ask for help if I do not see any alternative
0a
-1
-2
+5a
+3a
12. I work as independently as possible
+1b
+2b
-3a
+4b
+5b
13. I find it difficult to motivate myself for specific clerkships
-5a
+3b
+2
0
+2
14. I try to appear enthusiastically
+5
+5
+5a
+1a
+4
15. I evaluate for myself how far I am in achieving my goals for a clerkship
-2
0a
-5b
-5a
-3
16. What I do with feedback depends on who gave it to me
-1b
+3
+1
+2
+1
17. I will tell my supervisor if I am insufficiently prepared
-3
0a
-5
-4
-5
18. I ask my supervisors what they expect of me
0
+4a
+1
-5a
+1
19. I make sure I am useful to the department
+5
+4
+4
+3
+3
20. I prioritize which skills I want to gain
0
+1
0
-1
-1
101
Chapter 5 Pa erns in clinical students’ self-regulated learning behavior: a Q-methodology study