Page 115 - Medical students’ self-regulated learning in clinical contexts

Conclusions
We dis nguished ve pa erns in clinical students’ reported SRL behavior; engaged, cri cally opportunis c, uncertain, restrained, and e or ul. These pa erns are part of the complex interac on between individual and context, and varied strongly re- garding goals, self-e cacy, metacogni ve strategies, e ort, and relying on self- ver- sus externally regulated learning behavior. These di erent pa erns are likely to re- quire di erent types of support to op mize the e ect of SRL in a clinical context. Therefore an individualized approach to supervising students learning in a clinical context needs to be taken. Mentoring, mapping and microanalysis protocols seem promising strategies for recognizing individual needs and individualizing the contex- tual support given.
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Chapter 5 Pa erns in clinical students’ self-regulated learning behavior: a Q-methodology study