Page 140 - Medical students’ self-regulated learning in clinical contexts

138
ships resolve issues of not par cipa ng in communi es of prac ce or are there more problems that need to be addressed? Lastly, the link between iden ty forma on and SRL is a strong one. It would be very interes ng to study the e ects of explicitly addressing iden ty forma on in undergraduate medical educa on on students SRL in clinical environments. I feel that iden ty forma on and longitudinal integrated clerkships are the route to be taken to improve students’ SRL in clinical contexts and future doctors’ life-long learning.
Conclusions
Self-regulated learning in clinical contexts is di erent from self-regulated learning in classroom contexts and should be regarded as such. Self-regulated learning in a clini- cal context is context-speci c, and is a ected by a complex, intertwined interac on between student and context. This interac on results in several pa erns that can be iden ed in medical students’ SRL behaviors. Because of the complex nature of clinical contexts, both a planned, and a reac ve variant are required to self-regulate learning in a clinical context. Both are in uenced by rela onships with others in a clinical context to support students’ SRL. Students who are new to a clinical se ng and have not se led only have these rela onships with a few others, mainly peers and residents. More experienced, se led students have rela onships with a broader range of people they can engage in their SRL. The rela onships these students have with others are crucial for their SRL as learning is a social process. Departmental rou nes have a strong e ect on the possibili es for students to form rela onships with others. These departmental rou nes need to be implemented in such a way that they best support rela onships between student and faculty. I believe this is not only likely to support students’ SRL, but also SRL of residents and lifelong learning of consultants, which in the end will contribute to be er doctors.
“Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop ques oning.”
- Albert Einstein