Page 87 - Medical students’ self-regulated learning in clinical contexts

Conclusion
Self-regulated learning of medical students in a clinical context is di erent for every individual and is in uenced by goals, opportunity, the autonomy experienced, and the expected outcomes of an ac vity. These factors are a ected by personal, social and contextual a ributes; some of these are similar to those known from previous research in classroom se ngs, but others are unique to a clinical context. Ul mately, self-regulated learning is complex and highly dependent of person and context, which when taken into account could help understanding students’ self-regulated learning in a clinical context.
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Chapter 4
Exploring the factors in uencing
clinical students’ self-regulated learning