Page 128 - Medical students’ self-regulated learning in clinical contexts

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gi macy within the team. Experienced students understood how their community of prac ce works, and knew how to navigate it to become full par cipants. This enabled them to engage core members of the clinical team, usually consultants or supervising physicians, in their SRL. Chapter 2 gave us insight in how various rou nes in clinical contexts could support students’ legi mate peripheral par cipa on in a community of prac ce. Especially important for this was to make students feel like a real mem- ber of a team and making them feel appreciated. This could for instance be done by faculty knowing students’ names, engaging them in ac vi es, explaining complicated discussions to them, and involving them in social and informal ac vi es of a depart- ment such as having lunch together.
Theorizing SRL in a complex context
This thesis adds empirical evidence about SRL in a clinical context to the body of sci- en c knowledge already available. Chapter 4 gave us insight in how SRL in a clinical context may not be such an orderly, cyclical process as theorized by many, including Pintrich and Zimmerman.15–18 Rather, SRL in a clinical context may be more exible and dynamic. Part of SRL in a clinical context is opportunis c and reac ve to the ever- changing context it takes place in. This does not mean that SRL needs to be regarded completely di erently in a clinical context in comparison to other contexts. Rather, it means that in a complex clinical context there is also a reac ve form of self-regulated learning which is not ini ated by goal se ng, but by reac ng to opportunis c learn- ing ac vi es that present itself. This variant coexists with more planned, cyclical self- regulated learning, meaning that besides being able to self-regulate their planned learning, students are also required to adapt to their context and u lize a exible, opportunis c variant of self-regulated learning. When regarding SRL in a clinical con- text, a di culty in goal se ng and a need for more opportunis c SRL should be ad- dressed as planned learning and goal se ng are deemed essen al in SRL.19