Abstracts
Abstract
How can we claim that we are creating “lifelong learners” if we are not embedding assessments of self-regulated learning (SRL) into health professions education (HPE)? A good question but one that we must not try to answer too hastily. Some may consider SRL to be such an important competency that failing to assess it disservices everyone involved in HPE, including patients. I would argue that assessment of SRL may well be justified, but that how it is measured, what we might find, and what the implications of those findings might be, are equally critical to consider. The fact is that learners in HPE face many pressures that influence not just the quantity but also the quality of their self-regulation towards learning, which measures of SRL would have to account for, to be effective. Drawing on the self-regulation literature and self-determination theory (SDT) in particular, my aim in the present commentary is to discuss some of the nuances and issues that we would need to address, if we were to move towards a unified approach to assessing SRL in HPE.
Résumé
Comment pouvons-nous prétendre que nous créons des « apprenants à vie » si nous n’intégrons pas les évaluations de l’apprentissage autorégulées (AAR) dans l’éducation des professions de la santé (ÉPS)? C’est une bonne question, mais à laquelle nous ne devons pas essayer de répondre trop hâtivement. Certains peuvent considérer l’AAR comme une compétence si importante que le fait de ne pas l’évaluer nuit à toutes les personnes impliquées dans l’ÉPS, y compris les patients. Je dirais que l’évaluation de l’AAR est peut-être justifiée, mais que la façon dont elle est mesurée, ce que nous pourrions trouver et quelles pourraient être les implications de ces résultats, sont tout aussi essentielles à prendre en compte. Le fait est que les apprenants en ÉPS sont confrontés à de nombreuses pressions qui influencent non seulement la quantité mais aussi la qualité de leur autorégulation vers l’apprentissage, dont les mesures de SRL devraient tenir compte, pour être efficaces. En m’appuyant sur la littérature sur l’autorégulation et la théorie de l’autodétermination en particulier, mon objectif dans le présent commentaire est de discuter de certaines des nuances et des questions que nous devrions aborder, si nous devions nous diriger vers une approche unifiée de l’évaluation de l’AAR en ÉPS.
Appendices
Bibliography
- Veenman MVJ. Learning to self-monitor and self-regulate. In: handbook of research on learning and instruction. ; 2015. https://doi.org/10.4324/9780203839089.ch10
- Puustinen M, Pulkkinen L. Models of Self-regulated Learning: a review. Scand J Educ Res. 2001;45(3). https://doi.org/10.1080/00313830120074206
- Panadero E. A review of self-regulated learning: six models and four directions for research. Front Psychol. 2017;8(APR). https://doi.org/10.3389/fpsyg.2017.00422
- Zimmerman BJ, Moylan AR. Self-Regulation: Where Metacognition and Motivation Intersect. Handb Metacognition Educ. Published online 2009.
- Artino AR, Brydges R, Gruppen LD. Self-regulated learning in healthcare profession education: theoretical perspectives and research methods. In: Researching Medical Education. 2015. https://doi.org/10.1002/9781118838983.ch14
- Veenman M. Training metacognitive skills in students with availability and production deficiencies. In: Applications of Self-Regulated Learning across Diverse Disciplines. 2013.
- Donker AS, de Boer H, Kostons D, Dignath van Ewijk CC, van der Werf MPC. Effectiveness of learning strategy instruction on academic performance: a meta-analysis. Educ Res Rev. 2014;11. https://doi.org/10.1016/j.edurev.2013.11.002
- Manzone JC. Rethinking transfer: how supervision and support during self-regulated learning impacts medical trainees’ preparation for future learning in a simulation setting. ProQuest Diss Theses. Published online 2015.
- Bransen D, Govaerts MJB, Panadero E, Sluijsmans DMA, Driessen EW. Putting self-regulated learning in context: Integrating self-, co-, and socially shared regulation of learning. Med Educ. 2022;56(1). https://doi.org/10.1111/medu.14566
- Karlen Y, Hertel S, Hirt CN. Teachers’ professional competences in self-regulated learning: an approach to integrate teachers’ competences as self-regulated learners and as agents of self-regulated learning in a holistic manner. Front Educ. 2020;5. https://doi.org/10.3389/feduc.2020.00159
- Dignath C, Veenman MVJ. The role of direct strategy instruction and indirect activation of self-regulated learning—evidence from classroom observation studies. Educ Psychol Rev. 2021;33(2). https://doi.org/10.1007/s10648-020-09534-0
- Alt D, Naamati-Schneider L. Health management students’ self-regulation and digital concept mapping in online learning environments. BMC Med Educ. 2021;21(1). https://doi.org/10.1186/s12909-021-02542-w
- Levin B. Approaches to equity in policy for lifelong learning. Educ Train Policy Div OECD. 2003;(August).
- Dignath C, Büttner G. Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learn. 2008;3(3). https://doi.org/10.1007/s11409-008-9029-x
- Manzone JC, Mylopoulos M, Ringsted C, Brydges R. How supervision and educational supports impact medical students’ preparation for future learning of endotracheal intubation skills: a non-inferiority experimental trial. BMC Med Educ. 2021;21(1). https://doi.org/10.1186/s12909-021-02514-0
- Ryan RM, Deci EL. Self-determination theory: basic psychological needs in motivation development and wellness. Guilford Publishing; 2017.
- Sheldon KM, Osin EN, Gordeeva TO, Suchkov DD, Sychev OA. Evaluating the dimensionality of self-determination theory’s relative autonomy continuum. Personal Soc Psychol Bull. Published online 2017. https://doi.org/10.1177/0146167217711915
- Babenko O, Oswald A. The roles of basic psychological needs, self-compassion, and self-efficacy in the development of mastery goals among medical students. Med Teach. Published online 2019. https://doi.org/10.1080/0142159X.2018.1442564
- Ding M, Babenko O, Koppula S, Oswald A, White J. Physicians as Teachers and Lifelong Learners. J Contin Educ Health Prof. 2019;39(1). https://doi.org/10.1097/CEH.0000000000000228
- Lim SL, Yeo KJ. A systematic review of the relationship between motivational constructs and self-regulated learning. Int J Eval Res Educ. 2021;10(1). https://doi.org/10.11591/IJERE.V10I1.21006
- Neufeld A. Autonomy-Supportive Teaching in Medicine: From Motivational Theory to Educational Practice. MedEdPublish. 2021;10(1). https://doi.org/10.15694/mep.2021.000117.1
- Kusurkar RA, Croiset G, Galindo-Garré F, Ten Cate O. Motivational profiles of medical students: Association with study effort, academic performance and exhaustion. BMC Med Educ. Published online 2013. https://doi.org/10.1186/1472-6920-13-87
- Neufeld A, Malin G. Basic psychological needs, more than mindfulness and resilience, relate to medical student stress: a case for shifting the focus of wellness curricula. Med Teach. Published online 2020. https://doi.org/10.1080/0142159X.2020.1813876
- Neufeld A, Malin G. Need fulfillment and resilience mediate the relationship between mindfulness and coping in medical students. Teach Learn Med. Published online 2021. https://doi.org/10.1080/10401334.2021.1960533
- Kusurkar RA, van der Burgt SME, Isik U, et al. Burnout and engagement among PhD students in medicine: the BEeP study. Perspect Med Educ. 2021;10(2). https://doi.org/10.1007/s40037-020-00637-6v
- Efklides A. Interactions of metacognition with motivation and affect in self-regulated learning: the MASRL model. Educ Psychol. 2011;46(1). https://doi.org/10.1080/00461520.2011.538645
- van Alten DCD, Phielix C, Janssen J, Kester L. Effects of self-regulated learning prompts in a flipped history classroom. Comput Human Behav. 2020;108. https://doi.org/10.1016/j.chb.2020.106318
- Paris SG, Paris AH. Classroom applications of research on self-regulated learning. Educ Psychol. 2001;36(2). https://doi.org/10.1207/S15326985EP3602_4
- Dent AL, Koenka AC. The relation between self-regulated learning and academic achievement across childhood and adolescence: a meta-analysis. Educ Psychol Rev. 2016;28(3). https://doi.org/10.1007/s10648-015-9320-8
- Devolder A, van Braak J, Tondeur J. Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education. J Comput Assist Learn. 2012;28(6). https://doi.org/10.1111/j.1365-2729.2011.00476.x
- Wong J, Baars M, Davis D, Van Der Zee T, Houben GJ, Paas F. Supporting self-regulated learning in online learning environments and MOOCs: a systematic review. Int J Hum Comput Interact. 2019;35(4-5). https://doi.org/10.1080/10447318.2018.1543084
- Panadero E, Klug J, Järvelä S. Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand. Scand J Educ Res. 2016;60(6). https://doi.org/10.1080/00313831.2015.1066436
- Corno L. On teaching adaptively. Educ Psychol. 2008;43(3). https://doi.org/10.1080/00461520802178466
- Michalsky T. What teachers know and do about assessing students’ self-regulated learning. Teach Coll Rec. 2017;119(13). https://doi.org/10.1177/016146811711901313
- Cui Y, Wise AF, Allen KL. Developing reflection analytics for health professions education: A multi-dimensional framework to align critical concepts with data features. Comput Human Behav. Published online 2019. https://doi.org/10.1016/j.chb.2019.02.019