Page 63 - Medical students’ self-regulated learning in clinical contexts

through the transi on from novice to experienced student and how this can be supported by peers and residents, since they have most contact with novice’ students in a clinical context. Lastly, our ndings about social in uences on students’ SRL give an insight in how SRL is not only in uenced by the formal curriculum, but also the informal and hidden. This topic has sparsely been addressed in previous research and requires a more thorough understanding.36
Conclusion
The in uence others in a clinical context have on undergraduate students’ SRL is di erent for novice and experienced students. The role of residents and peers is highly decisive for many novice students and the roles of others are more marginal. The role of residents and peers in experienced students’ SRL is also large, but other people such as consultants also play important roles. Students reported transi oning from novice to experienced learning behavior to be the result from feeling more con dent of their role in a clinical context. Suppor ng the transi on from novice to experienced student by helping students understand a clinical context and their role in it, is therefore likely to be bene cial for students’ engagement in SRL in a clinical context.
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How clinical medical students perceive others to in uence their self-regulated learning
Chapter 3