Self-Regulated Learning in Medical Education

Understanding Medical Education: Evidence, Theory and Practice

Volumn , Issue , 2010, Pages 271-282

  White, Casey B ^a   Gruppen, Larry D ^a  

^a UNIVERSITY OF MICHIGAN MEDICAL SCHOOL   (United States)

Author keywords

Factors influencing goal choice and commitment; Goal setting, establishment of specific standards of performance or resulting outcomes; Medical educators, belief in self assessment vital skills in professional practice; Personal epistemology, individual's beliefs about knowledge and knowing; Physicians and effective self regulated learning (SRL) documented and pressing; Practising professionals self regulating their learning through decisions; Self determination theory learners intrinsically motivated, embracing learning as a valued activity; Self regulated learning for continuing professional development; Self regulated learning in medical education; Self regulated learning in practice planning

Indexed keywords

EID: 84948987299     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9781444320282.ch19     Document Type: Chapter

References (54)

1. Westberg J and Jason H (1994) Fostering learners'reflection and self-assessment. Family Medicine. 26: 278-82.
2. Lowenthal W (1981). Continuing education for professionals: voluntary ormandatory? Journal of Higher Education. 52: 519-38.
3. Miflin B, Campbell CB and Price DA (1999) A lesson from the introduction of a problem-based, graduate entry course: the effects of different view of self-direction. Medical Education. 33: 801-7.
4. Ainoda N, Onishi H and Yasuda Y (2005) Definitions and goals of self-directed learning in contemporary medical education literature. Annals of Academic Medicine Singapore. 34: 515-19.
5. Dornan H, Hadfield J, Brown M et al. (2005) How can medical students learn in a self-directed way in the clinical environment? Design-based research. Medical Education. 39: 356-64.
6. White CB (2007) Smoothing out transitions: how pedagogy influences medical students'achievement of self-regulated learning goals. Advances in Health Sciences Education. 12: 279-97.
7. Harvey BJ, Rothman AI and Frecker RC (2003) Effect of an undergraduate medical curriculum on students'self-directed learning. Academic Medicine. 78: 1259-65.
8. Regehr G, Hodges B, Tiberius R and Lofchy J (1996) Measuring self-assessment skills: an innovative relative ranking model. Academic Medicine. 71 (10): S52-4.
9. Eva KW and Regehr G (2005) Self-assessment in the health professions: reformulation and research agenda. Academic Medicine. 80 (10): S46-54.
10. Davis DA, Mazmanian PE, Fordis M et al. (2006) Accuracy of physician self-assessment compared with observed measures of competence. Journal of the American Medical Association. 296: 1094-103.
11. Pintrich PR (1995) Understanding Self-Regulated Learning. New Directions for Teaching and Learning, no. 63. Jossey-Bass, San Francisco, CA.
12. Evensen DH, Salisbury-Glennon JD and Glenn J (2001) A qualitative study of six medical students in a problem-based curriculum: toward a situated model of self-regulation. Journal of Educational Psychology. 93: 659-76.
13. Zimmerman BJ (1989) A social cognitive view of self-regulated learning. Journal of Educational Psychology. 81: 329-39.
14. Pintrich PR and Schunck DH (2002) Motivation in Education: theory, research and applications (2e). Merrill Prentice Hall, Upper Saddle River, NJ.
15. Locke EA and Latham GP (1990) A Theory of Goal Setting and Task Performance. Prentice Hall, Englewood Cliffs, NJ.
16. Bandura A (1994) Self-efficacy. In: Ramachaudran VS (ed.) Encyclopedia of Human Behavior, vol. 4, pp. 71-81. Academic Press, New York, NY.
17. Ryan RM and Deci EL (2000) Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology. 25: 54-67.
18. Winne PH (1997) Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology. 89: 397-410.
19. Deci EL, Vallerand RJ, Pelletier LG and Ryan RM (1991) Motivation and education: the self-determination perspective. Educational Psychologist. 26: 325-46.
20. Bloom B, Englehart M, Furst E et al. (1956) Taxonomy of Educational Objectives: the classification of educational goals. Handbook I: Cognitive Domain. Longmans, Green, New York and Toronto.
21. Driscoll MP (1999) Psychology of Learning for Instruction. Allyn and Bacon, Boston, MA.
22. Perry WG (1970) Forms of Intellectual and Ethical Development in the College Years: a scheme. Holt, Rinehart, and Winston, New York, NY.
23. Kegan R (1994) In Over Our Heads: the mental demands of modern life. Cambridge University Press, Cambridge, MA.
24. Kolb DA (1984) Experiential Learning. Prentice Hall, Upper Saddle River, NJ.
25. Zimmerman BJ (2000) Attaining self-regulation: a social-cognitive perspectives. In: Boekaerts M, Pintrich PR and Zeidner MH (eds) Handbook of Self-regulation, pp. 13-39. Academic Press, San Diego, CA.
26. Winne PH (1982) Minimizing the black box problem to enhance the validity of theories about instructional effects. Instructional Science. 11: 13-28.
27. Butler DL and Winne PH (1995) Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research. 65: 245-81.
28. Grow G (1991) Teaching learners to be self-directed. Adult Education Quarterly. 41: 125-49.
29. Baxter Magolda MB (1999) Creating Contexts for Learning and Self-authorship: constructive-developmental pedagogy. Vanderbilt University Press, Nashville, TN.
30. King P and Kitchener KS (1994) Developing Reflective Judgment: understanding and promoting intellectual growth and critical thinking in adolescents and adults. Jossey-Bass, San Francisco, CA.
31. Balzer WK, Doherty ME and O'Connor R (1989) Effects of cognitive feedback on performance. Psychological Bulletin. 106: 410-33.
32. Shokar GS, Shokar NK, Romero CM and Bulik RJ (2002) Self-directed learning: looking at outcomes with medical students. Family Medicine. 34: 197-200.
33. Andrews GR and Debus RL (1978) Persistence and the causal perception of failure: modifying cognitive attributions. Journal of Educational Psychology. 70: 154-66.
34. Sadler DR (1989) Formative assessment and the design of instructional systems. Instructional Science. 18: 119-44.
35. Baker L (1984) Children's effective use of multiple standards for evaluating their comprehension. Journal of Educational Psychology. 76: 588-97.
36. Rezler AG (1989) Self-assessment in problem-based groups. Medical Teacher. 11: 151-6.
37. Das M and Mpofu D (1998) Self and tutor evaluations in problem-based learning tutorials: is there a relationship? Medical Education. 32: 411-18.
38. Tousignant M and DesMarchais JE (2002) Accuracy of student self-assessment ability compared to their own performance in a problem-based learning medical program: a correlation study. Advances in Health Sciences Education. 7: 19-27.
39. Fitzgerald JT, White CB and Gruppen LD (2003) A longitudinal study of self-assessment accuracy. Medical Education. 37: 645-9.
40. Baliga S, Gruppen LD, Fitzgerald JT et al. (1998) Do personal characteristics and background influence self-assessment accuracy? Paper presented at the Eight Ottawa Conference on Medical Education, Philadelphia, PA, June.
41. The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. (2008). Medical Teacher 30 (2): 124-45.
42. Engel CE (1991) Not just a method but a way of learning. In: Boud B and Geletti G (eds) The Challenge of Problem-Based Learning, pp. 23-33. Kogan Page, London.
43. Berkson L (1993) Problem-based learning: have the expectations been met? Academic Medicine. 68 (10): S79-88.
44. White CB, Haftel HM, Purkiss JA et al. (2006) Multi-dimensional effects of the 80-hour work week. Academic Medicine. 81: 57-62.
45. Irby DM, Aagaard E and Teherani A (2004) Teaching points identified by preceptors observing one-minute preceptor and traditional preceptor encounters. Academic Medicine. 79: 50-5.
46. Aagaard E, Teherani A and Irby D (2004) The effectiveness of the one-minute preceptor model for diagnosing the patient and the learner. Academic Medicine. 79: 42-9.
47. Greenberg LW (2004) Medical students'perceptions of feedback in a busy ambulatory setting: a descriptive study using a clinical encounter card. Southern Medical Journal. 97: 1174-8.
48. McIlwrick J, Nair B and Montgomery G (2006) ' How am I doing?'Man problems but few solutions related to feedback delivery in undergraduate psychiatry education. Academic Psychiatry. 30: 130-5.
49. Meyers C and Jones TB (1993) Promoting Active Learning: strategies for the college classroom. Jossey-Bass, San Francisco, CA.
50. Chi MTH (1996) Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology. 10: 1-17.
51. Schön DA (1987) Teaching artistry through reflection-in-action. In: Schon DA (ed.) Educating the Reflective Practitioner, pp. 22-40. Jossey-Bass, San Francisco, CA.
52. Wiener B (1972) Attribution theory, achievement motivation, and the educational process. Review of Educational Research. 42: 203-15.
53. Prawat RS (1998) Current self-regulation views of learning and motivation viewed through a Deweyan lens: the problems with dualism. American Educational Research Journal. 35: 199-224.
54. Paris SG and Paris AH (2001) Classroom applications of research on self-regulated learning. Educational Psychologist. 36: 89-101.