Page 60 - Medical students’ self-regulated learning in clinical contexts

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realized they could be of added value to a clinical team, instead of being a ‘nuisance’. Many students explained having e ec ve strategies to cope with emo onal clinical situa ons. They frequently involved many people in their learning by asking ques ons, asking for learning opportuni es and feedback. They experienced less of a hierarchical barrier when talking to consultants and residents were no longer idolized, but o en seen as more experienced near-peers. In the following quote, Josh explained how he realized his learning changed a er receiving feedback of a resident.
Josh: “Residents say to you: yes, just imagine there is no supervisor [...] always assume there is no backup. Always think of a conclusion and treatment plan, because if you don’t...I thought that was very good advice actually. Of course you are not always right, but if you try this it will make the transi on to residency easier [...] and you learn more I think. You just have to,.... think of things yourself and then you realize what problems you might face”
Discussion
Our study provides insight in how other people in uence undergraduate medical students’ SRL in a clinical context through a ec ng role clari ca on, goal se ng, learning opportuni es, self-re ec on and emo onal coping. Our ndings provide insight in how others can have a large in uence on students’ SRL through the formal curriculum, the informal curriculum, and perhaps even part of the hidden curriculum. The descrip ons by students of the roles of these other people were indica ve of di erent phases in how students engage in SRL as a novice and as an experienced student. As a novice, students’ social context is limited to the medical team they work with. As a result, novice students’ SRL o en heavily relies on the support of residents and peers. It can be easily a ected by anyone interac ng with them, and therefore their SRL may o en have the unpredictable trajectory of a pinball. In contrasts to novice students, experienced students appear to be able to enhance their understanding of a clinical context enabling them to be er navigate the social context, and nding support to reach speci c goals. Their SRL is further supported as these students get a grasp of learning in a clinical context, knowing what their role is, and knowing who they want to become. This results in their SRL following a clearer trajectory of a snowball rolling downhill.
How students perceive others to in uence their SRL seems to result from interpre ng culture, pedagogy and a social environment di erently. Novice students are o en