Department of Medical Education and Informatics, Hacettepe University Faculty of Medicine, Ankara, Turkey.
J Surg Educ. 2012 Mar-Apr;69(2):218-25. doi: 10.1016/j.jsurg.2011.09.003. Epub 2011 Oct 22.
Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions.
The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed.
The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis.
The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores.
We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores.
自主学习能力表明了学生对自己学习的掌控能力。自主学习是一个特定背景下的过程，强调自主性和控制能力。学生在临床阶段会获得更多的学习自主性。研究这一时期学生的自主学习技能，将为学生在现实生活条件下运用这些技能的水平提供重要线索。
本研究调查了医学生在外科实习中使用的自主学习策略，并分析了它们与临床成绩的关系。
本研究在医学生外科实习期间进行。参与率为 94%（309 名学生）。采用学习动机策略问卷（MSLQ）、基于案例的考试、客观结构化临床考试（OSCE）和导师评估来评估成绩。采用多元线性回归分析学生学习动机策略问卷得分与临床成绩的关系。
研究结果表明，学生在外科实习期间自主学习技能处于中等水平。确定了这些技能与 OSCE 分数和导师评估之间的关系。学生的 OSCE 分数随着自我效能感的提高而增加。然而，随着学生对学习控制的信念增加，OSCE 分数下降。自主学习技能与基于案例的考试成绩之间没有显著关系。
我们观察到，更高的学习自我效能感会导致更高的 OSCE 分数。相反，认为学习是自己努力的结果的学生，OSCE 分数较低。
