Page 34 - Medical students’ self-regulated learning in clinical contexts

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High quality assessment
Rou nes that invested e ort in the quality of assessment included the rou ne of having a weekly sta mee ng where each student’s progress was discussed and assessed by all sta members. It also included the rou ne of appoin ng a sta member to monitor performance and the progress of a small number of students during their clerkship. These rou nes were o en regarded by students as highly valuable because it led to personalized feedback and an objec ve assessment of performance. These are both important for self-assessing the a ainment of learning goals and monitoring progress in SRL.
F6R2: ‘”I had not seen the consultant a lot during the clerkship, but I know we were evaluated by everyone on a weekly basis. That included consultants, residents, and some nurses. So than you know that the consultant assessing you at least got some informa on about you from all others.[...] That gives you the idea more thought has been put into the assessment, and then the feedback is more grounded and more useful.”
Suppor ve learning environment
Rou nes that catered to a suppor ve learning environment involved discussions about learning goals, observa ons of students during clinical ac vi es, responsibili es tailored to students’ personal needs, high expecta ons of students, structured learning ac vi es, autonomy to manage one’s own me, and adequate resources. For instance, discussions about learning goals aided students’ SRL, speci cally regarding goal se ng and increasing learning opportuni es, because goals were shared with supervisors. Observing students during clinical ac vi es improved feedback quality which is impera ve for accurate self-re ec on. Responsibili es tailored to personal needs enabled students to work on their personal SRL goals on an adequate level. If supervisors ar culated high expecta ons of students, this led to students se ng ambi ous goal in their SRL. High expecta ons also led to an increase in self-e cacy when students managed to successfully ful ll a high-expecta on task. Students needed to be able to allocate me to engage in SRL ac vi es and work on their personal goals. Addi onally, students explained valuing mandatory ac vi es, such as having to a end teaching sessions. These ac vi es enabled students to iden fy learning opportuni es they would not have iden ed on their own if they had opted for not a ending a voluntary teaching session. Lastly, students’ mo va on for SRL increased by having adequate resources. For instance, having an own room or being supported by a clinical librarian when making a scien c presenta on, made students put more e ort into SRL, increasing the e ec veness of SRL.