Page 52 - Medical students’ self-regulated learning in clinical contexts

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Data analysis
A er each interview, the rst author (JB) open coded both the transcripts and the Pictor charts using constant comparison to review and match the data in the transcript and Pictor chart. The interview transcripts and Pictor charts were constantly induc vely compared using open coding. Emerging concepts were used to guide following interviews of other par cipants. Open coding was followed by axial coding and interpre ve analysis.
The rst and second author (JB, EH) discussed the transcripts, Pictor charts and emerging concepts of the analysis biweekly during a period of four months. Addi onally, we discussed the emerging ideas and interes ng ndings with the research group during the analysis and wri ng-up, six mes in total. To keep track of our interpreta ons, the rst author kept memos and a log to record all emerging ideas and concepts. We used the situated sociocultural theory of SRL by Brydges and Butler, and the constructs involved in SRL as reported in Sitzmann and Ely’s meta- analysis as sensi zing concepts supplementary to our analysis.6,9,26 Data analysis was supported by the use of MaxQDA V11 (Verbi GmbH, Berlin Germany).
Ethical considera ons
The Ethical Review Board of the Netherlands Associa on for Medical Educa on (NVMO) approved the study under le number 535.
results
Students described the role of other people in the workplace and their in uence on their learning in many di erent ways. Arrows were arranged to represent nega ve or posi ve in uences, their importance, power di erences, barriers that were felt in rela onships, amount of e ort invested in rela onships, ow of knowledge, or developments over me. Students used between 6 and 15 arrows to depict these issues in their Pictor charts.
People could in uence students’ SRL through a ec ng role clari ca on, goal se ng, learning opportuni es, self-re ec on and emo onal coping. Many of the more experienced students expressed they perceived large changes in their percep ons of the roles of, and rela onships with, others in the workplace as they progressed through the clerkships. We will illustrate our ndings by focusing on two extreme situa ons: novice students at the start of clerkships and experienced students. However, it must be noted that varia on existed between all par cipants. Not all of the more senior