Khoiriyah Umatul, Roberts Chris
Department of Medical Education, Faculty of Medicine, Universitas Islam Indonesia, Jl Kaliurang Km 14.5 Sleman, Yogyakarta, 55584, Indonesia.
Senior University Teacher, School of Medicine and Population Health, University of Sheffield, Beech Hill Road, Sheffield, S10 2RX, UK.
BMC Med Educ. 2025 May 26;25(1):780. doi: 10.1186/s12909-025-07359-5.
Lifelong learning is integral to providing safe and effective healthcare. This requires effective strategies for self-regulated learning (SRL). Problem-based learning (PBL) is one recognized method for fostering SRL skills. While self-assessment is known to promote SRL, its effectiveness within PBL tutorials, especially for new medical students, remains underexplored. Given the established evidence of self-assessment's impact on SRL, this study examines its role specifically within PBL to explore whether it enhances self-regulatory processes in novice learners.
Using a post-positivist approach, a multi-method study was conducted, with Zimmerman's SRL framework as a theoretical lens. A correlation analysis assessed the relationship between self-assessment and SRL. A pre-test post-test interventional study without a control group measured changes in SRL following implementation of self-assessment. Hierarchical multiple regression analysis was conducted to assess whether self-assessment predict students' self-regulated learning improvement. The intervention used a previously validated tool the "Self-assessment Scale for Active learning and Critical Thinking (SSACT)." Additionally, qualitative methods explored the impact of self-assessment on SRL skills in the PBL tutorial context.
Our findings indicate a positive correlation between self-assessment and SRL, suggesting a potential dynamic relationship between the two constructs. The students' motivation after implementation of self-assessment is significantly increased. Self-assessment played a crucial role on the development of students' self-regulated learning. Qualitative analysis reveals that self-assessment contributes to heightened self-awareness, goal orientation, and effective task planning among medical students in PBL tutorials. Furthermore, the provision of external feedback and revision opportunities enhanced students' self-regulation in the learning process.
This study sheds light on the promising role of self-assessment in augmenting SRL skills among novice medical students within PBL settings. The findings underscore the potential of self-assessment as a valuable tool to cultivate self-regulation. By bridging the gap in understanding the impact of self-assessment on SRL within PBL, this research not only contributes valuable insights but also informs the design of effective educational interventions. The use of a validated self-assessment tool can empower medical learners to develop the crucial skill of self-regulation, thereby enhancing their overall educational experience.
终身学习是提供安全有效医疗保健不可或缺的一部分。这需要有效的自我调节学习（SRL）策略。基于问题的学习（PBL）是培养SRL技能的一种公认方法。虽然自我评估已知可促进SRL，但其在PBL教程中的有效性，尤其是对新医学生而言，仍未得到充分探索。鉴于自我评估对SRL影响的既定证据，本研究专门考察其在PBL中的作用，以探讨它是否能增强新手学习者的自我调节过程。
采用后实证主义方法，进行了一项多方法研究，以齐默尔曼的SRL框架作为理论视角。相关分析评估了自我评估与SRL之间的关系。一项无对照组的前测后测干预研究测量了自我评估实施后SRL的变化。进行分层多元回归分析，以评估自我评估是否能预测学生自我调节学习的改善情况。干预使用了先前验证过的工具“主动学习与批判性思维自我评估量表（SSACT）”。此外，定性方法探讨了自我评估在PBL教程背景下对SRL技能的影响。
我们的研究结果表明自我评估与SRL之间存在正相关，表明这两个结构之间可能存在动态关系。自我评估实施后学生的动机显著增加。自我评估在学生自我调节学习的发展中发挥了关键作用。定性分析表明，自我评估有助于提高PBL教程中医学生的自我意识、目标导向和有效的任务规划。此外，提供外部反馈和修订机会增强了学生在学习过程中的自我调节能力。
本研究揭示了自我评估在增强PBL环境下新手医学生SRL技能方面的潜在作用。研究结果强调了自我评估作为培养自我调节能力的宝贵工具的潜力。通过弥合对自我评估在PBL中对SRL影响的理解差距，本研究不仅提供了有价值的见解，还为有效教育干预的设计提供了参考。使用经过验证的自我评估工具可以使医学学习者发展自我调节这一关键技能，从而提升他们的整体教育体验。
