Page 39 - Medical students’ self-regulated learning in clinical contexts

for instance by providing students with their own workplace close to a resident, adjus ng assessment procedures to include feedback from mul ple sta members, and by scheduling observa on sessions.
The rou nes discussed in this paper involve rou nes that supported medical students’ SRL in clinical departments. However, many rou nes were also men oned that hindered students’ SRL. Most of these originated from a similar problem: having too many students in a department for a short period of me. This made it di cult to cater to students’ individual needs as is required to engage in SRL.5 Therefore, it would be bene cial for students’ SRL to limit the number of students in a clinical department and to have longer clinical placements such as in longitudinal integrated clerkships.26,27
Our ndings give an insight in how rou nes of clinical departments in uence students’ SRL, but many ques ons remain. We suggest future research should use a legi mate peripheral par cipa on18,28 or developmental space perspec ve25 to focus on how knowledge, skills, and a tudes that are learned by students, are a ected by rou nes and characteris cs of clinical departments. Some students in our study regarded certain clinical contexts as totally un t for their SRL, and in fact learning in general. It would be interes ng to see how students (try to) self-regulate their learning in such contexts, and whether their percep on is coloured by only thinking about learning goals regarding diagnosing and trea ng pa ents which may be a mismatch with the restricted opportuni es o ered in these more limited contexts. In this same light, it would also be interes ng to study how rou nes and characteris cs of clinical departments a ect the SRL of others than medical students. For instance, residents might be be er able to understand rou nes of a department and set SRL goals that pertain to other competency domains when they are unable to work on their medical exper se goals. Lastly, we suggest future research on rou nes in clinical se ngs to focus on how consultants experience characteris cs and rou nes of their department to in uence their self-regulated, lifelong learning.
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Rou nes of clinical departments that in uence students’ self-regulated learning Chapter 2