A reflective analysis of medical education research on self-regulation in learning and practice

Medical Education

Volumn 46, Issue 1, 2012, Pages 71-79

  Brydges, Ryan ^a   Butler, Deborah ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CLINICAL COMPETENCE; EDUCATIONAL STATUS; HUMAN; MEDICAL EDUCATION; MEDICAL RESEARCH; METHODOLOGY; SELF EVALUATION; SOCIAL CONTROL; STANDARD;

BIOMEDICAL RESEARCH; CLINICAL COMPETENCE; EDUCATION, MEDICAL; EDUCATIONAL STATUS; HUMANS; SELF-ASSESSMENT; SOCIAL CONTROL, INFORMAL;

EID: 83455199160     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/j.1365-2923.2011.04100.x     Document Type: Article

References (42)

1. Cruess SR, Cruess RL. The medical profession and self-regulation: A current challenge. Virtual Mentor. 2005;7 (4). Available from: [Accessed 22 August 2011].
2. Duffy FD, Holmboe ES. Self-assessment in lifelong learning and improving performance in practice - physician know thyself. JAMA. 2006;296 (9):1137-9.
3. Regehr G, Eva K. Self-assessment, self-direction, and the self-regulating professional. Clin Orthop Relat Res. 2006;449:34-8.
4. CanMEDS 2000. Extract from the CanMEDS 2000 project societal needs working group report. Med Teach. 2000;22 (6):549-54.
5. Butler DL, Cartier SC, Schnellert L, Gagnon F, Giammarino M. Secondary students' self-regulated engagement in reading: Researching self-regulation as situated in context. Psychol Sci Q. 2011;53 (1):73-105.
6. Zimmerman BJ. Attaining self-regulation: A social cognitive perspective. In: Boekaerts M, Pintrich PR, Zeidner M, eds. Handbook of self-regulation. New York, NY: Academic Press 2000;13-39.
7. Regehr G, Mylopoulos M. Maintaining competence in the field: Learning about practice, through practice, in practice. J Contin Educ Health Prof. 2008;28:S19-23.
8. Cartier S, Plante A, Tardif J. Learning by reading: Description of learning strategies of students involved in a problem-based learning program. 2001.Available from: [Accessed 22 August 2011].
9. Woods NN, Mylopoulos M, Brydges R. Informal self-regulated learning on a surgical rotation: Uncovering student experiences in context. Adv Health Sci Educ Theory Pract. 2011. [Epub ahead of print].
10. Kennedy TJT, Regehr G, Baker GR, Lingard LA. 'It's a cultural expectation...' the pressure on medical trainees to work independently in clinical practice. Med Educ. 2009;43 (7):645-53.
11. Sterkenburg A, Barach P, Kalkman C, Gielen M, ten Cate O. When do supervising physicians decide to entrust residents with unsupervised tasks? Acad Med. 2010;85 (9):1408-17.
12. Irby DM. How attending physicians make instructional decisions when conducting teaching rounds. Acad Med. 1992;67 (10):630-8.
13. Miflin BM, Campbell CB, Price DA. A conceptual framework to guide the development of self-directed, lifelong learning in problem-based medical curricula. Med Educ. 2000;34 (4):299-306.
14. Sargeant J, Mann K, van der Vleuten C, Metsemakers J. ''Directed" self-assessment: Practice and feedback within a social context. J Contin Educ Health Prof. 2008;28 (1):47-54.
15. Bandura A. Adolescent development from an agentic perspective. In: Pajares F, Urdan T, eds. Self-efficacy beliefs of adolescents. Greenwich, CT: Information Age 2006;1-43.
16. Cartier SC, Butler DL. In: Elaboration and validation of the questionnaires and plan for analysis. Paper presented as part of a symposium, Learning in Varying Activities: An Explanatory Framework and a New Evaluation Tool Founded on a Model of Self-regulated Learning, at the annual meetings of the Canadian Society for Studies in Education. Winnipeg, MB; 2004. 29 May1-June 2004. Available from: [Accessed 26 August 2011].
17. Butler DL, Pollock C, Nomme K, Nakonechny J. Promoting authentic inquiry in the sciences: Challenges faced in redefining first-year university students' scientific epistemology. In: Shore BM, Aulls MW, Delcourt MAB, eds. Inquiry in education: Overcoming barriers to successful implementation. New York, NY: Erlbaum: Taylor & Francis Group 2008;301-24.
18. Schnellert LM, Butler DL, Higginson SK. Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability. Teaching and Teacher Education. 2008;24 (3):725-50.
19. White CB. Smoothing out transitions: How pedagogy influences medical students' achievement of self-regulated learning goals. Adv Health Sci Educ Theory Pract. 2007;12 (3):279-97.
20. Butler DL, Winne PH. Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research. 1995;65 (3):245-81.
21. Kennedy TJ, Regehr G, Baker GR, Lingard L. Preserving professional credibility: Grounded theory study of medical trainees' requests for clinical support. BMJ. 2009;338:b128.
22. Kennedy TJT, Regehr G, Baker GR, Lingard L. Point-of-care assessment of medical trainee competence for independent clinical work. Academic Medicine. 2008;83 (10):S89-92.
23. Vygotsky LS. In: vygotsky LS, Cole M, John-Steiner V, Scribner S, Souberman E, eds. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press 1978;1-141.
24. Evensen DH, Salisbury-Glennon JD, Glenn J. A qualitative study of six medical students in a problem-based curriculum: Toward a situated model of self-regulation. J Educ Psychol. 2001;93 (4):659-76.
25. Mann KV. Theoretical perspectives in medical education: Past experience and future possibilities. Med Educ. 2011;45 (1):60-8.
26. Murad MH, Coto-Yglesias F, Varkey P, Prokop LJ, Murad AL. The effectiveness of self-directed learning in health professions education: A systematic review. Med Educ. 2010;44 (11):1057-68.
27. Duffy FD, Lynn LA, Didura H, Hess B, Caverzagie K, Grosso L, Lipner RA, Holmboe ES. Self-assessment of practice performance: Development of the ABIM practice improvement module (PIMSM). J Contin Educ Health Prof. 2008;28 (1):38-46.
28. Irby DM. What clinical teachers in medicine need to know. Acad Med. 1994;69 (5):333-42.
29. Sargeant J, Armson H, Chesluk B, Dornan T, Eva K, Holmboe E, Lockyer J, Loney E, Mann K, van der Vleuten C. The processes and dimensions of informed self-assessment: A conceptual model. Acad Med. 2010;85 (7):1212-20.
30. Brydges R, Dubrowski A, Regehr G. A new concept of unsupervised learning: Directed self-guided learning in the health professions. Acad Med. 2010;85 (10 Suppl):S49-6.
31. Dornan T, Hadfield J, Brown M, Boshuizen H, Scherpbier A. How can medical students learn in a self-directed way in the clinical environment? design-based research. Med Educ. 2005;39 (4):356-8.
32. Lingard L, Garwood K, Schryer CF, Spafford MM. A certain art of uncertainty: Case presentation and the development of professional identity. Soc Sci Med. 2003;56 (3):603-16.
33. Brydges R, Carnahan H, Safir O, Dubrowski A. How effective is self-guided learning of clinical technical skills? it's all about process. Med Educ. 2009;43 (6):507-15.
34. Brydges R, Carnahan H, Rose D, Rose L, Dubrowski A. Coordinating progressive levels of simulation fidelity to maximize educational benefit. Acad Med. 2010;85 (5):806-12.
35. Eva KW, Regehr G. Exploring the divergence between self-assessment and self-monitoring. Adv Health Sci Educ Theory Pract. 2011;16(3):311-29.
36. Moulton C, Regehr G, Lingard L, Merritt C, MacRae H. Slowing down to stay out of trouble in the operating room: Remaining attentive in automaticity. Academic Medicine. 2010;85 (10):1571-7.
37. Eva KW, Regehr G. Knowing when to look it up: A new conception of self-assessment ability. Acad Med. 2007;82 (10Suppl):S81-4.
38. Davis DA, Mazmanian PE, Fordis M, Van Harrison R, Thorpe KE, Perrier L. Accuracy of physician self-assessment compared with observed measures of competence: A systematic review. JAMA. 2006;296 (9):1094-102.
39. Winne PH, Perry NE. Measuring self-regulated learning. In: Pintrich P, Boekaerts M, Seidner M, eds. Handbook of self-regulation. Orlando, FL: Academic Press 2000;531-66.
40. Butler DL, Schnellert L, Cartier S. Layers of self-regulation: Teachers working strategically to improve practice so as to foster students' self-regulation. New York, NY: American Educational Research Association 2008.
41. Butler DL, Cartier SC. Promoting effective task interpretation as an important work habit: A key to successful teaching and learning. Teachers College Record. 2004;106 (9):1729-58.
42. Shanahan T, Shanahan C. Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review. 2008;78 (1):40-59.