Page 119 - Medical students’ self-regulated learning in clinical contexts
P. 119
32. White CB. Smoothing Out Transi ons: How Pedagogy In uences Medical Students’ Achieve- ment of Self-regulated Learning Goals. Adv Heal Sci Educ. 2007;12(3):279-297.
33. Vrugt A, Oort FJ. Metacogni on, achievement goals, study strategies and academic achieve- ment: pathways to achievement. Metacogni on Learn. 2008;3(2):123-146.
34. Van der Hem-Stokroos HH, Daelmans HEM, Van der Vleuten CPM, Haarman HJTM, Scher- pbier AJJA. A qualita ve study of construc ve clinical learning experiences. Med Teach. 2003;25(2):120-126.
35. Cornford I. Learning-to-learn strategies as a basis for e ec ve lifelong learning. Int J Lifelong Educ. 2002;21(4):357-368.
36. Sandars J. Pause 2 Learn: developing self-regulated learning. Med Educ. 2010;44(11):1122- 1123.
37. Driessen EW, Overeem K. Mentoring. In: Walsh K, ed. Oxford Textbook of Medical Educa on. Oxford: Oxford University Press; 2013:265-284.
38. Patel R, Sandars J, Carr S. Clinical diagnos c decision-making in real life contexts: A trans-theo- re cal approach for teaching: AMEE Guide No. 95. Med Teach. 2015;37(3):211-227.
39. Cleary TJ, Sandars J. Assessing self-regulatory processes during clinical skill performance: a pilot study. Med Teach. 2011;33(7):e368-374.
40. Cleary TJ, Callan GL, Zimmerman BJ. Assessing self-regula on as a cyclical, context-speci c phenomenon: Overview and analysis of SRL microanaly c protocols. Educ Res Int. 2012:1-19.
117
Chapter 5 Pa erns in clinical students’ self-regulated learning behavior: a Q-methodology study