Page 105 - Medical students’ self-regulated learning in clinical contexts

Pattern Statement
1: Engaged
2:
Critically opportunistic
3: Uncertain
4: Restrained
5: Effortful
142I. dI osewt lheatrmninygsugpoearlsvifsorrmasyksselffrom mreegarding the communication with 2paItideenltibs erately plan my learning
+-1 +2
+-12 +1
+-34 -3b
+-35 -1b
+-15 0b
34.3I.fItahcetriveeilsylistetlektfoeeddoboanckthaebowuatrdm,yI wfuinllcgtoioannindgttroy ftorfminudlaottehleralrenainrnginggoals ofoprpmorytsuenlfities
+41a
-+21
b
-13
-13
+-1
b
4.4I. aI swkomrkyesexltfraquheasrtdiotnosimwphreonvIeasmkills I rtheaindkinagrenedwifficnufoltrmation to test if I
-+23
b
-32b
-04
+01b
+2b
r4e5a.lIlymkankoewsuitre I work with supervisors 5o.f Iwmhaokme IsuthreinIkkIeceapnpleaayringaaltottention
+2 +2
-3 +1
+2 +3
+1 +2
-2 -2a
d46u.riInagsekdoutchaetriostnuadletanltkssaboutthe 6n.oIrmacatlivhealybiftosllionwa supeocnifipcadteiepnatrstment
-1a +2
+3 +3b
+3 +2
+2 +3
+1b +1
74.7I.aImgetwtehlelpmreopsatroeudtfofracllerrksshiipday
+14a
-01
b
+-12
-2
+42a
84.8I. sAonmeemtiomtieosndaol esvoemnet tinhfinlugeIndcoesnmote thienrkeistuosfetfhuel, dbaeycause it will enable
-32
-14
-01
a
-32
+-43a
m49e. ItomdaokesosmuretthhinegredisffaergeonotdthbatlaIndcoe tbheitnwkeisenusweofurlk and private life
+2
+2
0a
+2
-4a
95.0I.sIcthryedtoulreathdefrtoamsksthIeharveeacttoiodnosionfa doathyers if I did perform well
+-1
+01
0+1
+24a
-02b
1501. IAgftoetrohsaeveinkgasceoemn pauptaetrienlste, wI theinrek, iafbtohuetrehoiswnoI tcounled advoa(ileavbelen)fobremtterinext thimeedoctors’ room
+01
+02
+-13
+42a
-01a
1512. IfoIn’mlyafsrkaifdorI wheillpdiof Isdoomneothtisnege any awltreornnga,tIivrefrain from doing it
0-5
aa
-12b
-02
+05a
+-43
ba
12. I work as independently as possible +1b +2b -3a +4b +5b
+2 0 +2 +5a +1a +4
13. I find it difficult to motivate myself -5a +3b a Dis nguishing statements p<0.01
for specific clerkships
14. I try to appear enthusiastically +5 +5
b Dis nguishing statements p<0.05
15. I evaluate for myself how far I am in -2 0a
Tabchleie1v.inCgomyplgeotaelslifsot roaf c5l2erQks-hsoiprt statements and idealized sorts for the ve pa erns represen ng stu- dents’ self-regulated learning behavior. The bnumbers ranging from -5 to +5 correspond to the loca on of
-5b -5a -3
16. What I do with feedback depends -1
+3 +1
+2 +1
the statements in an idealized sort represen ng each pa ern, placed on a grid as is shown in gure 1.
on who gave it to me
Dis nguishing statements for each pa ern are shaded.
17. I will tell my supervisor if I am -3 0a insufficiently prepared
18. I ask my supervisors what they 0 +4a expect of me
19. I make sure I am useful to the +5 +4 department
20. I prioritize which skills I want to gain 0 +1
-5 -4 -5 +1 -5a +1 +4 +3 +3 0 -1 -1
103
Chapter 5 Pa erns in clinical students’ self-regulated learning behavior: a Q-methodology study