Page 53 - Medical students’ self-regulated learning in clinical contexts

students reported learning like an experienced student in a clinical context and some junior students explained their learning like an experienced student from the onset of clinical training. In the last sec on of the results, we will include a descrip on of how experienced students explained their transi on from learning as a novice to learning like a (more) experienced student. Table 2 summarizes our ndings.
Self-regulated learning pattern in clerkship
Others important for students’ SRL through:
Novice student
Experienced student
Role clarification
Very dependent on peers.
Know who they want to become, little need for support.
Goal setting
Reactive learning goals depend on questions from all others around and patient’ illnesses. Personal goals often derived from peers. External goals set by residents, consultants and the curriculum.
Reactive learning goals depend on questions of nursing staff and patient’ illnesses. Personal goals are communicated to supervisors. External goals set by residents.
Learning opportunities
Very dependent of residents. Peers, consultants, and nursing staff are also important
Dependent of residents and consultants. Peers also important.
Self-reflection
Dependent of nursing staff, peers, patients, residents and consultants.
Dependent of nursing staff, peers, residents, consultants.
Coping with emotions
Dependent on peers, family, friends.
Dependent on residents, peers, family, friends.
Table 2. Summary of how others in a clinical context in uence novice and experienced undergraduate students learning in clerkships.
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How clinical medical students perceive others to in uence their self-regulated learning
Chapter 3