Page 77 - Medical students’ self-regulated learning in clinical contexts

results
Students’ stories about learning in the clinic were highly speci c for person, context and social se ng, were complex in nature, and involved many interac ng in uences, as can be seen in gure 1. Firstly we describe what personal, contextual and social a ributes a ect students’ self-regulated learning in a clinical context. A er that, we describe the four most prominent factors that supported or hampered students’ self-regulated learning: the goals students had, the autonomy they experienced, the opportuni es they recognized, and the outcomes they an cipated.
Figure 1. A ributes and factors in uencing clinical students’ self-regulated learning
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Chapter 4
Exploring the factors in uencing
clinical students’ self-regulated learning