Self-Regulated Learning in Medical Clerkships

Abstract

In medical education, a goal of students’ first clerkship is that students develop self-regulation for learning in a realistic medical context. Self-regulated learning (SRL) is an active process that is influenced by personal and contextual influences. An intervention to support third-year medical students’ SRL is tested. Tutor and student regulation in feedback conferences were measured through audio taping. Students’ perceptions of interpersonal tutor behaviour and student self-efficacy influence SRL and were measured through questionnaires. Results show that although the tutor did the most of the regulatory work, indirect tutor regulation prompted students to reflect on their learning experiences and show student regulation in the conferences. According to students, quality of feedback was high and interpersonal tutor behaviour was close to ideal tutor behaviour. Self-efficacy increased significantly during the clerkship. The effects of the intervention are discussed, these were only slightly visible.