Page 58 - Medical students’ self-regulated learning in clinical contexts

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experienced students with the autonomy and responsibili es they require in order to support their SRL, instead of just direc ng what students had to do or learn.
Josh: “What o en happens is that they [residents] manage all pa ents and tell you: please call this-and-that person, and you know you won’t learn much from doing so, you should think of calling those people yourself [...] in the beginning it might be useful learning how to arrange things, but at a certain point you should be expected to think of that”.
Similar to novice students, experienced students also frequently used peers for their SRL. Peers could in uence all aspects of SRL, but their in uence was smaller. Student- peers did not have a large in uence on their goal se ng and experienced students were able to cope with emo onal experiences of a clinical context, therefore the need for emo onal support was smaller. Peers do play an in uen al role in experienced students’ SRL, for instance by func oning as a frame of reference, as Jennifer explained.
Jennifer: [talking about peers] “In your nal clerkship there are peers around you who do the same clerkship, at the same me, in another hospital. You can compare them to yourself. “What things did you do?”, “What are you allowed to do independently and what not?”, and then you compare yourself to that: “Which of those things would I like to do?”. So I think peers doing the same clerkships, at the same me, in another hospital, s ll have had an in uence on my learning”.
The role of consultants in the learning of experienced students was much bigger than for novice students because they par ally ful ll the role residents’ play in novice students’ SRL. Consultants had li le in uence on goal se ng, but had a large impact on learning opportuni es and strategies as consultants were regarded as experts who could grant students the most interes ng and challenging learning opportuni es. Together, consultants and residents had a major in uence on experienced students’ possibili es for SRL. Most experienced students explained smaller dependency on the safety of the learning environment created by consultants, residents and peers. Since they knew what they wanted, they would ask for focused feedback when they felt they needed it, and explained that they cared more for learning than assessment. Experienced students explained that consultants, residents, peers and nurses with low mo va on could hinder the amount of e ort they put in, but that students themselves s ll had their own intrinsic mo va on, goals and learning strategies