Page 33 - Medical students’ self-regulated learning in clinical contexts

student mo va on for ac vely par cipa ng in clinical ac vi es because they felt welcome, appreciated, and valued as an individual. Par cipa ng in clinical ac vi es was explained to occur more frequently when students and residents shared a room or had adjacent ones.
F2R2:”There is much more a en on for your posi on, just, I don’t know. For instance you start the day together, prior to a day discussing: what are we going to do today, what will we do, and you end the day together. There is room to discuss with all others: how was your day, do you have any comments? Any sugges ons? That was fan-tas- c”
Theme 2: Inves ng e ort in student learning
Rou nes could support students’ percep on that e ort was invested in their learning, by having high quality teaching sessions, high quality assessment, a suppor ve learning environment, and asking thought provoking ques onings. By suppor ng students’ percep on that e ort was invested in their learning, students’ SRL was supported through aiding goal se ng, increasing learning opportuni es catered to the needs of a speci c student, enabling monitoring of a student’s own progress, and high quality feedback.
High quality teaching sessions
Rou nes that made students feel that a department invested e ort in students through having high-quality teaching sessions included: frequent and structural educa onal sessions, student presenta ons, and allowing students to par cipate in all of the educa onal sessions for doctors. These rou nes helped students with their SRL through goal se ng by iden fying gaps in their current knowledge. Because of high quality teaching sessions, students could set SRL goals for themselves that involved competencies, diagnoses and treatments op ons they had not encountered during clinical ac vi es. Addi onally, rou nes regarding teaching sessions helped students in planning their SRL by presen ng less-evident learning opportuni es to them.
F3R6: “Pa ents...like in nephrology, they have a rou ne program a er they had a transplanta on [...] that means there is rela vely li le to do for us [...] they try to tackle that by scheduling extra educa onal sessions where, ehm, a pa ent is presented and the di eren al diagnosis is discussed.”
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Rou nes of clinical departments that in uence students’ self-regulated learning Chapter 2