The Wilson Centre, University of Toronto, ON, Canada.
Adv Health Sci Educ Theory Pract. 2011 Dec;16(5):643-53. doi: 10.1007/s10459-011-9285-4. Epub 2011 Mar 4.
The ability to guide one's own learning is an essential skill for the health professional. The apprenticeship model of undergraduate education offers an opportunity to engage in self-regulated learning as students work to set goals, evaluate the available opportunities and seek out those with the greatest potential for learning. A close examination of how students navigate their clinical rotations could therefore foster greater understanding of how students learn to guide their own learning. The study presented here aimed to examine undergraduate medical students' day-to-day learning strategies in order to better understand the process of informal self-regulated learning in practice. As a secondary objective, we sought to provide a forum for students to share and critically reflect on their own self-regulated learning strategies. A series of focus groups were conducted with medical students on a surgical rotation. Participants were asked to discuss issues relating to the strategies and behaviours that they had implemented in order to maximize their educational experience. Three distinct approaches to informal self-regulated learning were identified: Participants articulated tendencies to acquiesce to a perceived lack of learning opportunities choose from available learning opportunities and create their own learning opportunities. The results are interpreted through the lens of self-regulated learning theory and implications for medical education are discussed.
自我导向学习能力是医疗专业人员的一项基本技能。本科教育的学徒模式为学生提供了参与自我调节学习的机会，因为学生需要设定目标、评估可用机会并寻找最有学习潜力的机会。因此，仔细研究学生如何在临床轮转中导航，可以更好地了解学生如何学习指导自己的学习。本研究旨在检查医学生的日常学习策略，以更好地理解实践中非正式自我调节学习的过程。作为次要目标，我们旨在为学生提供一个分享和批判性反思自己自我调节学习策略的论坛。对进行外科轮转的医学生进行了一系列焦点小组讨论。要求参与者讨论与他们为了最大限度地提高教育经验而实施的策略和行为相关的问题。确定了三种不同的非正式自我调节学习方法：参与者表达了倾向于默认缺乏学习机会的倾向，选择可用的学习机会并创造自己的学习机会。研究结果通过自我调节学习理论进行了解释，并讨论了对医学教育的影响。
