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Assessing self-regulatory processes during clinical skill performance: a pilot study.

Timothy J Cleary1, John Sandars

  • 1University of Wisconsin-Milwaukee, WI, USA.

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Summary
This summary is machine-generated.

Self-regulated learning (SRL) microanalysis effectively assessed clinical skill acquisition in medical students. Successful learners utilized strategic thinking, while struggling students focused on outcomes, highlighting SRL

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Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Psychology of Learning

Background:

  • Self-regulated learning (SRL) is a key process for optimizing performance through strategies and feedback.
  • SRL microanalysis has been used in athletic training but not previously in clinical settings.
  • Understanding SRL is crucial for improving clinical skill acquisition.

Purpose of the Study:

  • To pilot the use of SRL microanalysis for assessing regulatory profiles in medical students.
  • To differentiate regulatory profiles of students successful versus unsuccessful in venipuncture.
  • To evaluate SRL microanalysis as a tool for clinical skill assessment.

Main Methods:

  • Administered a SRL microanalysis protocol to seven 3rd-year undergraduate medical students.
  • Observed students performing a venipuncture task on a simulation mannequin.
  • Assessed inter-rater reliability of the SRL microanalytic questions.

Main Results:

  • SRL microanalysis demonstrated good inter-rater reliability.
  • Successful students exhibited high strategic thinking pre-, during-, and post-task.
  • Students struggling with venipuncture primarily focused on task outcomes.

Conclusions:

  • Findings align with previous SRL microanalysis research in other domains.
  • SRL microanalysis shows potential as a structured assessment for clinical skill self-regulation.
  • Further research is recommended to guide training for students with difficulties.