Page 32 - Medical students’ self-regulated learning in clinical contexts

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Informal contact
Rou nes that enabled students to have informal contact with other team members involved regularly having lunch together, instead of ea ng in separate groups, and ending a day informally with drinks. Having informal contact enabled the students to ask ques ons, increasing the opportunity to involve others in their SRL strategies.
F5R7: “There [a department in another hospital] the consultants, residents, students, and even administra ve sta had lunch together [...] here there are separate groups and there it was really one team. [...] There you feel much more at ease to ask ques ons.”
Con nued collabora on in clinical ac vi es
Rou nes that enabled students to collaborate with others in clinical ac vi es pertained to the amount of me students and supervisors worked together. Students explained how working with the same person for two or three weeks, instead of having di erent supervisors frequently, was greatly bene cial to their SRL, because both students and supervisors knew what they could expect from each other. With con nued collabora on students were able to show their capabili es and were mo vated to study a case in-depth, because they knew whether their supervisor might ask ques ons. It also decreased students’ stress because they knew what to expect, and increased self-e cacy to engage in SRL. Supervisors on the other hand were able to determine what students could do independently and increase students’ responsibili es in clinical tasks, thereby increasing students’ autonomy and possibili es to engage in SRL.
F4R2: “You are assigned to a di erent supervisor every day, which results in you needing to prove what you are capable of doing independently every day, which result in the feeling that you start from scratch every morning, you know, before you can con nue making progress.”
Par cipa on as part of the team
Rou nes that made students feel like a true team member included being invited to par cipate in clinical ac vi es, being asked ques ons during clinical ac vi es, being asked for their opinion during mee ngs, and ge ng responsibili es when seeing pa ents rather than just observing. These rou nes made clinical par cipa on more meaningful to students. This increased the e ort students invested in their SRL and lowered barriers to make altera ons to their learning environment, such as asking for more responsibili es, or to ask ques ons. Addi onally, it increased