Page 81 - Medical students’ self-regulated learning in clinical contexts

Eva: “It is really evident in this clerkship. You can decide what you want to do [...] my interest lies in the eld of traumatology and orthopaedics. I’m not scheduled for those during this clerkship. I think that’s a shame, so I exchanged my schedule with someone from the traumatology ward.”
Irene: “The result is that you’re on the wards and in the OR every other day, preven ng you from ge ng to know the pa ents in the ward, so you can never take responsibility for a group of pa ents and that is what I nd valuable [...] and so, when you’re on the wards you will be taking notes, wri ng charts and...yes, reques ng laboratory test, that isn’t instruc ve.”
An cipated outcomes
The an cipated outcomes of a self-regulated learning ac vity in uenced students’ engagement in a par cular ac vity. Students o en self-regulated their learning if they expected favorable outcomes. A favorable outcome could be an increase in competencies, an increase in future learning opportuni es, or an an cipated posi ve e ect on their emo ons. Combina ons of these mo ves were also described. The an cipa on of the outcomes was o en based on personal a ributes such as previous experiences or contextual elements such as the experiences of peers. This is exempli ed by Danielle who self-regulated her learning by se ng the goal for herself to accompany a diabetes nurse prac oner for a day, rather than an internist. She chose this as her goal because she reckoned this experience would be more helpful for her future career in obstetrics/gynecology, since diabetes management is a frequent issue in pregnant women.
Danielle: ”Coincidentally, I had a discussion this morning where I said I thought it would be fun to tag along with the specialized diabetes nurse for a day, just because I have no idea what kind of advises she gives and they manage a lot in diabetes care, so I thought: it will be good to do that some me this week.”
Example of a narra ve
As described in the previous sec ons, the interac on between person, context, and social a ributes a ec ng self-regulated learning is complex. As a nal part of the results sec on we present a narra ve by Rick to illustrate this complexity.
{Insert narra ve around here}
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Chapter 4
Exploring the factors in uencing
clinical students’ self-regulated learning