Page 114 - Medical students’ self-regulated learning in clinical contexts

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may be helped by making them understand why certain things need to be learned.14 Students with an uncertain, restrained or e or ul SRL behavior pa ern may bene t from discussing the goals they work towards. Especially, inspiring them to focus on learning rather than striving to appear competent or avoiding to appear incompe- tent.33 Addi onally, students with an uncertain or e or ul SRL behavior pa ern ben- e t from a safe and suppor ve learning environment,34 and may be supported by en- gaging them in a discussion about how to learn in a clinical context.35,36 Mentoring,37 mapping,38 and a microanalysis of students’ current SRL process,38–40 are increasingly studied and seem promising strategies to help iden fy individual students’ SRL be- havior pa erns, enable feedback to be given on key SRL process, and subsequently achieve more personalized contextual support.
Our results suggest that SRL behavior and context are closely intertwined. Evensen et al found the stances to ini ally evolve in a PBL context and usually result in a stable stance, however some students also varied in their stance throughout their course.29 It would be interes ng to conduct longitudinal research using in-depth in- terviews with people represen ng each iden ed pa ern to enhance our current understanding of SRL behavior pa erns in the clinic and how these vary or develop within students. Addi onal survey research using representa ve samples of students needs to be conducted to know how frequent the pa erns are in the wider student popula on. Measuring SRL in a clinical context, could quan fy what e ect the ve SRL behavior pa erns have on medical knowledge, and other competencies. This would further di eren ate between more desirable and less desirable behavior pat- terns. Furthermore, it would be insigh ul to study if supervisors recognize the SRL behavior pa erns and if they can use this recogni on to personalize the support and guidance they provide to individual students. It would also be interes ng to gain a deeper understanding of how various aspects of context in uences SRL behavior and how these could be used to support more favorable SRL behavior. Lastly, it would be interes ng to more closely study how iden ty development and self-regulated learning behavior are related, and how these can be supported to create high self- regula ng, life-long learning physicians.