Thomas Lisa, Bennett Sue, Lockyer Lori
a University of Wollongong , Australia.
b Macquarie University and Science of Learning Research Centre , Australia.
Med Teach. 2016 Sep;38(9):930-5. doi: 10.3109/0142159X.2015.1132408. Epub 2016 Jan 28.
Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can be integrated into PBL.
医学教育中的基于问题的学习（PBL）专注于培养独立学习者，使其在课堂之外能够持续进行自我导向的专业发展。自我调节学习（SRL）技能对于PBL的成功以及持续的专业实践至关重要。然而，SRL技能的发展往往靠运气。本研究展示了将SRL发展支持融入PBL医学课程时学生的调查结果。该调查涉及SRL支持的设计、实施和测试，其被嵌入到一个为期四年的本科入学医学学士学位课程的第一阶段。干预措施包括通过学习计划、监控和反思的迭代过程进行概念映射和目标设定活动。采用混合方法从七名学生那里收集数据，以开展关于参与SRL支持及其结果的案例研究。研究结果表明，积极参与SRL支持的学生在认知和元认知功能方面有所提高。学生们还报告说，他们对PBL学习方法的信心和掌控感更强。本研究增进了对如何将SRL发展融入PBL的理解。
