Page 109 - Medical students’ self-regulated learning in clinical contexts

R49, a 26-year-old male enrolled in an internal medicine clerkship in the 4th year: “I try to par cipate and be a good colleague, but I should be focusing more on my learning goals”
Pa ern 5
Pa ern 5, which we labelled “E or ul”, was de ned by the sorts of 3 male and 4 female students, explaining 6% of the total variance. Students related to this self- assessed behavior pa ern have the urge to work very independently (statement 12, +5) and to work hard (statement 7, +4; statement 31, +2; statement 49, -4), but rely on their supervisor to guide them (statement 1, +5) because they are unsure what they need to learn in their clerkships. These students explain they are likely to do everything they are asked (statement 8, +3) and mostly rely on e ort to learn (state- ment 41, -5) whilst having di culty structuring their environment to make it suitable for their learning (statement 9, -2; statement 27, -3; statement 38, -3). They want to appear very capable, and won’t easily admit being in di culty (statement 11, +3; statement 17, -5). This results in a behavior pa ern in which students work par cu- larly hard and always come prepared, trying to func on independently and leave a good impression, but rely heavily on the supervisor for guidance because they are not capable to structure their learning environment.
R13, a 25-year-old male enrolled in a surgery clerkship in the 4th year: “I learn on-the-go, if I come across something I don’t understand, I try to look it up as soon as I can, or ask someone. To me, working independently is especially important. My func oning as a doctor later will largely depend on a certain degree of independence. By showing enthusiasm I think I will learn most”.
R41, a 25-year-old male enrolled in an elec ve cardiothoracic surgery clerk- ship in the 6th year: “My learning is exempli ed by me wri ng down all ques- ons I have during the day, and then study in the evening”.
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Chapter 5 Pa erns in clinical students’ self-regulated learning behavior: a Q-methodology study