Page 107 - Medical students’ self-regulated learning in clinical contexts

they report to present themselves enthusias cally to achieve this (statement 14, +5). They feel that learning o en happens through social interac on with supervisors (statement 18, +4; statement 39, +5), and to a lesser extent with peers (statement 24, +2; statement 46, +3). Students disclose they do not put a lot of e ort into their learning in the clerkships (statement 31, -3), and do not structure their learning envi- ronment (statement 3, -2; statement 36, -5; statement 45, -3). They are cri cal about the learning opportuni es in a department (statement 16, +3; statement 21, -5) and report having no problems cri cally conversing with others higher in the department hierarchy (statement 17, 0; statement 18, +4; statement 34, +2). They tend to lose mo va on if they are not having a good me or do not see the goal of a task (state- ment 13, +3; statement 25, -2). This results in a behavior pa ern in which students are opportunis c in their learning, cri cal towards their environment, try to have a good me during their clerkships and seek interac on with supervisors.
R19, a 24-year-old female enrolled in an internal medicine clerkship in the 4th year: “I don’t deliberately choose the pa ents I see in the outpa ent clinic (especially in the academic hospital, I’m glad if I get to see a pa ent on my own).I don’t work during brakes and make sure I take a brake every day”.
R65, a 24-year-old female enrolled in a general prac ce clerkship in the 5th year: “I won’t put in extra e ort for something I don’t like”.
Pa ern 3
Pa ern 3, which we labelled “Uncertain”, was de ned by the sorts of 3 male and 5 fe- male students, explaining 8% of the total variance. Students assessing themselves ac- cording to this pa ern seem to be overwhelmed (statement 48, 0) or even frightened by a clinical context (statement 30, +2; statement 52, 0) and their supervisors (state- ment 34, -4). They try to make a good appearance towards supervisors (statement 14, +5; statement 17, -5) and hope they will have a good me (statement 29, +4). They describe to not ac vely shape their learning in the form of goal se ng (state- ment 35, -2; statement 42, -3), planning (statement 2, -3), monitoring (statement 4, -3) or evalua ng/re ec ng (statement 15, -5; statement 33, -4; statement 43, -3). They reveal to heavily depend on their supervisor for their own learning (statement 1, +4; statement 45, +2) and do not learn very independently (statement 12, -3) nor ac vely search for learning opportuni es (statement 3, -2). They explain their strate- gies for learning in a clinical context mainly involve maintaining a en on during safe, structured formal educa onal sessions (statement 5, +3), and peer learning (state- ment 24, +5; statement 46, +3). This results in a passive behavior pa ern that seems
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Chapter 5 Pa erns in clinical students’ self-regulated learning behavior: a Q-methodology study