Page 106 - Medical students’ self-regulated learning in clinical contexts

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In the next sec on we give the sta s cal characteris cs and our interpreta on of the ve pa erns portraying self-assessed SRL behavior of clinical students. Between parenthesis, the illustra ve statements for par cular behavior are given, with the numbers ranging from -5 to +5 corresponding to the placement of the statements in the idealized sort of the factor, corresponding to the columns of the grid as is shown in gure 1. Each descrip on of a pa ern ends with illustra ve quotes from the nar- ra ve data, where “R” followed by a number refers to the unique iden er of the respondent. Table 2 summarizes the ndings.
Pa ern 1
Pa ern 1, which we labelled “Engaged”, was de ned by the sorts of 6 male and 12 female students, explaining 13% of the total variance. Students repor ng to show this behavior pa ern know where they want to go in their learning, and how to get there. They see themselves as enthusias c (statement 14, +5), mo vated (statement 13, -5), hardworking (statement 40, -4; statement 41, -4; statement 44, +3), and try to make themselves useful (statement 19, +5). They want to learn the most they can in their clerkships (statement 25, +2; statement 47, +4) and try to enjoy them (statement 29, +4). They describe to ac vely shape their learning (statement 2, +2; statement 3, +4; statement 37, +3) and seek li le external regula on (statement 1, +1) or help from peers (statement 24, -1; statement 46, -1). They say they are able to func on in di cult, hec c contexts (statement 38, +3) and are not afraid to try something they are not sure they are capable of doing (statement 52, -5). This results in a behavior pa ern in which students ac vely shape their learning, are mo vated to learn from every situa on and learn in a self-regulated fashion.
R3, a 23-year-old female enrolled in a pediatrics clerkship in the 4th year: “I work independently, I am asser ve, and I take care of my own educa on (other people won’t do it for you)”
R56, a 39-year-old female enrolled in a psychiatry clerkship in the 5th year: “I am a self-cri cal student who ac vely tries to shape my clerkships. If I don’t understand something and think it is interes ng/important, I will make a presenta on about it to make sure I understand it thoroughly”.
Pa ern 2
Pa ern 2, which we labelled “Cri cally opportunis c”, was de ned by the sorts of 3 male and 5 female students, explaining 8% of the total variance. In this behavior pa ern, students feel that having a good me is important (statement 29, +4) and