Assessing medical students' self-regulation as aptitude in computer-based learning.

Area of Science:

• Medical Education
• Educational Psychology

Background:

• Self-regulated learning is crucial for medical students.
• Existing measures may not be optimally suited for medical education contexts.

Purpose of the Study:

• To develop and validate a Self-Regulation Measure for Computer-based learning (SRMC) for medical students.
• To assess the reliability and concurrent validity of the SRMC.

Main Methods:

• Modified Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS).
• Conducted two studies with first-year and third-year medical students.
• Utilized bivariate correlation and regression analyses.

Main Results:

• SRMC scores moderately correlated with teacher-developed test achievement (Study 1).
• Frequency of self-regulation strategy use associated with general clinical knowledge (Study 2).
• Evidence for SRMC's reliability and concurrent validity was established.

Conclusions:

• The SRMC is a reliable and valid instrument for assessing medical students' self-regulation aptitude in computer-based learning.
• Findings support the SRMC's utility in evaluating self-regulation skills.
• Future research should inform instructional design and educational policy.