Page 80 - Medical students’ self-regulated learning in clinical contexts

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The opportunity to self-regulated learning can also be a ected by contextual a ributes such as the number of peers present in a context. In one interview a student explained that having other peers present hampered his self-regulated learning because this reduced his learning opportuni es when he wanted to do something another student was already doing. However, as Robin explains in the following quote, in her case, having no peers present hampered her self-regulated learning, because she did not have the opportunity to employ a learning strategy she frequently uses, which is to informally discuss doubts and ques ons she does not dare to ask a supervisor.
Robin: “In pulmonology I’m the only clerk around [...] I think that’s a shame; umm yes for social purposes of course and I think there’s is plenty to do for another clerk [...] and you have no one to deliberate with, or to ask whether something is normal or not.”
Social a ributes, for example regarding a supervisor, can also a ect the opportunity to self-regulate learning, as is explained by Sven in the coming quote.
Sven: “Most important for learning in the clerkships is [...] doing ac vi es independently. That can be very broad, like a consulta on or a procedure, that you do it yourself and receive helpful feedback a erwards, and ask for it as well [...] Having many di erent supervisors is a disadvantage. I think that if you have the same supervisor for a couple of weeks, or a week, you get to know this person and are allowed to do more things independently.”
Experienced autonomy
Another factor in uencing students’ self-regulated learning in the clinic was the autonomy students experienced. This autonomy was also a ected by personal, contextual and social a ributes and can in uence self-regulatory mechanisms, as is exempli ed by Eva and Irene. Eva’s strong mo va on helped her to autonomously self-regulate her learning by crea ng an opportunity to work towards her goal. Irene did not experience or take autonomy of her own learning, but strictly followed a ght schedule given by a context, limi ng her opportunity to get to know pa ents and take responsibility in the ward, something she an cipated as having the most bene cial outcome.