Centre for Health Education Scholarship, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada.
Med Educ. 2012 Jan;46(1):71-9. doi: 10.1111/j.1365-2923.2011.04100.x.
In the health professions we expect practitioners and trainees to engage in self-regulation of their learning and practice. For example, doctors are responsible for diagnosing their own learning needs and pursuing professional development opportunities; medical residents are expected to identify what they do not know when caring for patients and to seek help from supervisors when they need it, and medical school curricula are increasingly called upon to support self-regulation as a central learning outcome. Given the importance of self-regulation in both health professions education and ongoing professional practice, our aim was to generate a snapshot of the state of the science in medical education research in this area.
To achieve this goal, we gathered literature focused on self-regulation or self-directed learning undertaken from multiple perspectives. Then, with support from a multi-component theoretical framework, we created an overarching map of the themes addressed thus far and emerging findings. We built from that integrative overview to consider contributions, connections and gaps in research on self-regulation to date.
Based on this reflective analysis, we conclude that the medical education community's understanding about self-regulation will continue to advance as we: (i) consider how learning is undertaken within the complex social contexts of clinical training and practice; (ii) think of self-regulation within an integrative perspective that allows us to combine disparate strands of research and to consider self-regulation across the training continuum in medicine, from learning to practice; (iii) attend to the grain size of analysis both thoughtfully and intentionally, and (iv) most essentially, extend our efforts to understand the need for and best practices in support of self-regulation.
在健康专业领域，我们期望从业者和学员能够自我调节学习和实践。例如，医生有责任诊断自己的学习需求并寻求专业发展机会；住院医师在照顾患者时应意识到自己的不足之处，并在需要时向主管寻求帮助；医学院课程也越来越多地要求将自我调节作为核心学习成果。鉴于自我调节在健康专业教育和持续专业实践中的重要性，我们的目标是概述该领域医学教育研究的现状。
为了实现这一目标，我们从多个角度收集了关于自我调节或自我指导学习的文献。然后，在一个多组件理论框架的支持下，我们创建了一个迄今为止解决的主题和新发现的总体图谱。我们从这个综合概述出发，考虑了自我调节研究迄今为止的贡献、联系和差距。
基于这种反思性分析，我们得出结论，随着我们：（i）考虑学习如何在临床培训和实践的复杂社会背景下进行；（ii）从一个综合的角度考虑自我调节，使我们能够结合研究的不同线索，并考虑医学培训过程中的自我调节，从学习到实践；（iii）深思熟虑地、有针对性地关注分析的粒度；以及（iv）最重要的是，努力理解支持自我调节的必要性和最佳实践，医学教育界对自我调节的理解将继续取得进展。
