Supporting students in self-regulation: Use of formative feedback and portfolios in a problem-based learning setting

Medical Teacher

Volumn 35, Issue 8, 2013, Pages 655-660

  Dannefer, Elaine F ^a   Prayson, Richard A ^a  

^a CLEVELAND CLINIC LERNER COLLEGE OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

BEHAVIOR; FEEDBACK SYSTEM; HUMAN; HUMAN RELATION; MEDICAL EDUCATION; MEDICAL SCHOOL; MEDICAL STUDENT; PEER GROUP; PROBLEM BASED LEARNING; PROCEDURES; SELF EVALUATION; ARTICLE; METHODOLOGY;

BEHAVIOR; EDUCATION, MEDICAL, UNDERGRADUATE; FACULTY, MEDICAL; FEEDBACK; HUMANS; INTERPERSONAL RELATIONS; PEER GROUP; PROBLEM-BASED LEARNING; SELF-ASSESSMENT; STUDENTS, MEDICAL;

EID: 84881067898     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.3109/0142159X.2013.785630     Document Type: Article

References (27)

1. Altahawi F, Sisk B, Poloskey S, Hicks C, Dannefer EF. 2012. Student perspectives on assessment: Experience in a competency-based portfolio system. Med Teach 34(3): 221-225.
2. Bryden P, Ginsburg S, Kurabi B, Ahmed N. 2010. Professing professionalism: Are we our own worst enemy? Faculty members' experiences of teaching and evaluating professionalism in medical education at one school. Acad Med 85(1): 1025-1034.
3. Brydges R, Butler D. 2012. A reflective analysis of medical education research on self-regulation in learning and practice. Med Educ 46(1): 71-79.
4. Clark I. 2012. Formative assessment: Assessment is for self-regulated learning. Educ Psychol Rev 24(2): 205-249.
5. Cleary TJ, Zimmerman BJ. 2004. Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychol Schools 41(5): 537-550.
6. Cruess RL, Cruess SR. 2006. Teaching professionalism: General principles. Med Teach 28(3): 205-208.
7. Dannefer EF, Bierer SB, Gladding SP. 2012. Evidence within a portfoliobased assessment program: What do medical students select to document their performance? Med Teach 34(3): 215-220.
8. Dannefer EF, Henson LC. 2007. The portfolio approach to competencybased assessment at the Cleveland Clinic Lerner College of Medicine. Acad Med 82(5): 493-502.
9. Dannefer EF, Henson LC, Bierer BS, Grady-Weliky TA, Meldrum S, Nofzinger AC, Barclay C, Epstein RM. 2005. Peer assessment of professional competence. Med Educ 39(7): 713-722.
10. Dekker H, Driessen E, Ter Braak E, Scheele F, Slaets J, van der Molen T, Cohen-Schotanus J. 2009. Mentoring portfolio use in undergraduate and postgraduate medical education. Med Teach 31: 903-909.
11. Driessen E, van Tartwijk J, Dornan T. 2008. The self critical doctor: Helping students become more reflective. BMJ 336(10): 827-830.
12. Driessen EW, van Tartwijk J, Overeem K, Vermunt JD, van der Vleuten CPM. 2005. Conditions for successful reflective use of portfolios in undergraduate medical education. Med Educ 39(12): 1230-1234.
13. Eva KW, Regehr G. 2005. Self-assessment in the health professions: A reformulation and research agenda. Acad Med 80(10 Suppl): S46-S54.
14. Evensen DH, Salisbury-Glennon JD, Glenn J. 2001. A qualitative study of six medical students in a problem-based curriculum: Toward a situated model of self-regulation. J Ed Psyc 9(4): 659-676.
15. Holmboe ES, Sherbino J, Long DM, Swing SR, Frank Jr. 2010. The role of assessment in competency-based medical education. Med Teach 32(8): 676-682.
16. Kenny NP, Mann KV, MacLeod H. 2003. Role modeling in physicians' professional formation: Reconsidering an essential but untapped educational strategy. Acad Med 78(12): 1203-1210.
17. Murad MH, Coto-Yglesias F, Varkey P, Prokop LJ, Murad AL. 2010. The effectiveness of self-directed learning in health professions education: A systematic review. Med Educ 44(11): 1057.
18. Nicol DJ, Macfarlane-Dick D. 2006. Formative assessment and selfregulated learning: A model and seven principles of good feedback practice. Stud High Educ 31(2): 199-218.
19. Quaintance JL, Arnold L, Thompson GS. 2010. What students learn about professionalism from faculty stories: An "appreciative inquiry" approach. Acad Med 85(1): 118-123.
20. Sargeant JM, Mann KV, van der Vleuten CP, Metsemakers JF. 2008. "Directed" self-assessment: Practice and feedback within a social context. J Cont Ed Health Prof 28(1): 47-54.
21. Sargeant JM, Mann KV, van der Vleuten CP, Metsemakers JF. 2009. Reflection: A link between receiving and using assessment feedback. Adv Health Sci Educ 14(3): 399-410.
22. Sargeant J, McNaughton E, Mercer S, Murphy D, Sullivan P, Bruce D. 2011. Providing feedback: Exploring a model (emotion, content, outcomes) for facilitating multisource feedback. Med Teach 33(9): 744-749.
23. Schonrock J, Heigne-Penninga M, van Duijn MA, Geertsma J, Cohen- Schotanus J. 2007. Assessment of professional behavior in undergraduate medical education: Peer assessment enhances performance. Med Educ 41(9): 836-842.
24. Stern DT (Ed). 2006. Measuring medical professionalism. Oxford, UK: Oxford University Press.
25. White CP. 2007. Smoothing out transitions: How pedagogy influences medical students' achievement of self-regulated learning goals. Adv Health Sci Educ 12(3): 279-297.
26. Van Mook W, deGrave WS, Huijssen-Huisman E, De Witt-Luth M, Dolmans D, Muijtjens A, Schuwirth LW, van der Vleuten C. 2007. Factors inhibiting assessment of students' professional behavior in the tutorial group during problem-based learning. Med Educ 41(9): 849-856.
27. Zimmerman BJ, Schunk DH. 2011. Self-regulated learning and performance. In: Zimmerman DH, Zimmerman BJ, editors. Handbook of selfregulation of learning and performance. New York: Routledge. pp 1-14.