White Casey B
University of Michigan Medical School, 1135 E. Catherine Street, Ann Arbor, MI 48109, USA. bcwhite@ umich.edu
Adv Health Sci Educ Theory Pract. 2007 Aug;12(3):279-97. doi: 10.1007/s10459-006-9000-z. Epub 2006 Jun 10.
Medical school is an academic and developmental path toward a professional life demanding self-regulation and self-education. Thus, many medical schools include in their goals for medical student education their graduates' ability to self-assess and self-regulate their education upon graduation and throughout their professional lives. This study explores links between medical students' use of self-regulated learning as it relates to motivation, autonomy, and control, and how these influenced their experiences in medical school. Subjects were medical students in two distinct medical school environments, "Problem-based learning" and "Traditional." PBL students described a rough transition into medical school, but once they felt comfortable with the autonomy and control PBL gave them, they embraced the independence and responsibility. They found themselves motivated to learning for learning's sake, and able to channel their motivation into effective transitions from the classrooms into the clerkships. Traditional students had a rougher transition from the classrooms to the clerkships. In the first two years they relied on faculty to direct and control learning, and they channeled their motivation toward achieving the highest grade. In the clerkships, they found faculty expected them to be more independent and self-directed than they felt prepared to be, and they struggled to assume responsibility for their learning. Self-regulated learning can help smooth out the transitions through medical school by preparing first and second year students for expectations in the third and fourth years, which can then maximize learning in the clinical milieu, and prepare medical students for a lifetime of learning.
医学院是一条通向要求自我管理和自我教育的职业生涯的学术与发展道路。因此，许多医学院在其医学生教育目标中纳入了毕业生在毕业时及整个职业生涯中自我评估和自我管理教育的能力。本研究探讨了医学生自我调节学习的运用与动机、自主性和控制之间的联系，以及这些因素如何影响他们在医学院的经历。研究对象是处于两种不同医学院环境中的医学生，即“基于问题的学习”环境和“传统”环境。基于问题学习的学生描述了进入医学院时的艰难过渡，但一旦他们适应了基于问题学习所赋予的自主性和控制权，他们就接受了这种独立性和责任感。他们发现自己出于对学习本身的热爱而产生学习动力，并能够将这种动力转化为从课堂到临床实习的有效过渡。传统教学模式的学生从课堂到临床实习的过渡更为艰难。在前两年，他们依赖教师来指导和控制学习，并将动力导向取得最高成绩。在临床实习中，他们发现教师期望他们比自己感觉准备好的更加独立和自主，并且他们在为自己的学习承担责任方面挣扎不已。自我调节学习可以通过让一、二年级学生为三、四年级的期望做好准备，帮助他们顺利度过医学院的各个阶段，进而在临床环境中实现学习最大化，并为医学生的终身学习做好准备。
