On the challenges of embedding assessments of self-regulated learning into licensure activities in health professions education
DOI:
https://doi.org/10.36834/cmej.75780Abstract
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.
Metrics
References
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
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Adam Neufeld
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an original manuscript to the Canadian Medical Education Journal will be taken to mean that it represents original work not previously published, that it is not being considered elsewhere for publication. If accepted for publication, it will be published online and it will not be published elsewhere in the same form, for commercial purposes, in any language, without the consent of the publisher.
Authors who publish in the Canadian Medical Education Journal agree to release their articles under the Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 Canada Licence. This licence allows anyone to copy and distribute the article for non-commercial purposes provided that appropriate attribution is given. For details of the rights an author grants users of their work, please see the licence summary and the full licence.