Page 19 - Medical students’ self-regulated learning in clinical contexts

At the AMC-UvA, the study of medicine (MD program) has been split into a three- year bachelor of medicine program and a three-year master of medicine program. Each year a cohort of 350 students is enrolled in each program. In the bachelor of medicine program all 350 students start simultaneously at the start of the academic year. In the master of medicine program, every other week a group of 13 to 14 stu- dents is enrolled. Students are required to par cipate in 14 or 15 consecu ve rota- onal clerkships, ranging from 3 to 10 weeks in dura on, where almost every clerk- ship takes place in a di erent hospital or ins tu on. The last 6 months of the master of medicine are allocated for pre-specializa on and a research project. During clerk- ships, students are expected to par cipate in ac vi es on wards, outpa ent clinics, emergency rooms, delivery rooms, opera ng theatres, public health ins tu ons and general prac ces, with increasing independence and responsibili es. Addi onally, they are o en required to a end some educa onal sessions and, for assessment purposes, they need to keep a por olio.
Overview of the studies
In this thesis, I present four empirical studies on undergraduate medical students’ self-regulated learning in clinical contexts, followed by a general discussion.
Chapter 2 reports a study that used focus groups to explore the importance of vari- ous social a ributes on students’ SRL in a clinical context, by answering the ques on: how do undergraduate medical students perceive rou nes of clinical departments to in uence their self-regulated learning in clerkships?
Chapter 3 reports an interview study, aided by a visual technique, to explore the in uence single people have on students’ SRL in a clinical context, by answering the ques on: how do medical students perceive the in uence of other people in clinical contexts on their self-regulated learning?
Chapter 4 reports an interview study, aided by The Day Reconstruc on Method, to deepen our knowledge of how SRL works in a clinical context and the complex, in- tertwined role which personal, social and contextual a ributes have in this process, by answering the ques on: what are the factors that a ect medical students’ self- regulated learning in the clinical workplace?
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General introduc on Chapter 1