Page 40 - Medical students’ self-regulated learning in clinical contexts

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Conclusion
Our study gives insight in what prac cal rou nes of clinical departments in uence students’ SRL in clinical contexts. Firstly, there were rou nes that enabled or hindered the forma on of rela onships between students and other members of a clinical team, enacted through informal contact, con nued collabora on in clinical ac vi es, and par cipa on as part of the team. Secondly, a broad variety of rou nes could make students feel a department invested e ort in them. This involved rou nes regarding the implementa on of teaching sessions, implementa on of assessment, ques oning students and crea ng a suppor ve learning environment. Rou nes most notably a ected students’ SRL through increasing their mo va on, decreasing barriers to ask ques ons, making learning experiences more meaningful, aiding goal se ng, increased (self-regulated) learning opportuni es, aiding monitoring of one’s own progress and increasing personalized feedback. Students also perceived certain characteris cs of clinical departments to in uence their opportuni es to engage in SRL. This included the pa ent mix treated by a departments and the degree of specializa on of care delivered.