Najafinejad Soroush, Tabatabaei Soroor, Maghbouli Nastaran, Ahmadi Negar Sadat
Mentoring Office, Deputy of Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Department of Physical Medicine and Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran.
J Educ Health Promot. 2021 Oct 29;10:367. doi: 10.4103/jehp.jehp_1321_20. eCollection 2021.
Self-regulated learning (SRL) is a critical skill for medical students to reach their learning goals in the bedside clinical rotations. This study was performed with the aim of comparing SRL and motivation of 4 year medical students who are in their educational transition between students with mentors and those without mentors.
This study was cross-sectional. A total of 196 medical students were invited to complete a form consisting the motivation and SRL questionnaire through Google form during their 1 year of clinical clerkship, while some of them had participated in the mentoring program beforehand. data correlation and regression analysis were employed.
Comparing SRL and motivational beliefs scores between students with mentors and without mentors indicated that motivational beliefs mean score in students with mentors (87.5 ± 8.44) was significantly higher compared to the others (83.49 ± 7.36) ( = 0.005). Among SRL subscales, planning and examination stress were significantly different between two groups with higher scores for mentees ( = 0.033 and 0.021). Having a mentor predicted motivational beliefs with OR = 7.974 (1.391-45.719) and = 0.020.
Considering a significant correlation between mentor possession and the scale of motivation beliefs, future longitudinal and interventional research besides the customized mentoring program is required to understand the role of mentoring programs on SRL as a cause-and-effect relationship to recommend the peer mentoring program to enhance SRL skills in the medical students especially during their transition to the new clinical environment.
自我调节学习（SRL）是医学生在床边临床实习中实现学习目标的一项关键技能。本研究旨在比较处于教育转型期的四年级医学生中，有导师和无导师学生的自我调节学习能力和学习动机。
本研究为横断面研究。在临床实习的1年期间，共邀请196名医学生通过谷歌表单完成一份包含学习动机和自我调节学习问卷的表格，其中一些学生此前参加过指导计划。采用数据相关性和回归分析。
比较有导师和无导师学生的自我调节学习能力和动机信念得分，结果显示有导师学生的动机信念平均得分（87.5±8.44）显著高于无导师学生（83.49±7.36）（P = 0.005）。在自我调节学习子量表中，计划和考试压力在两组之间存在显著差异，受指导学生得分更高（P = 0.033和0.021）。有导师可预测动机信念，OR = 7.974（1.391 - 45.719），P = 0.020。
鉴于拥有导师与动机信念量表之间存在显著相关性，除了定制的指导计划外，未来还需要进行纵向和干预性研究，以了解指导计划对自我调节学习的作用，作为一种因果关系，推荐同伴指导计划以提高医学生尤其是在向新临床环境过渡期间的自我调节学习技能。
