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Self-regulated learning in simulation-based training: a systematic review and meta-analysis.

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Simulation-based training is more effective when trainees receive explicit support for self-regulated learning (SRL). Integrating instructional design with trainee efforts enhances future learning capabilities.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Learning Sciences

Background:

  • Self-regulated learning (SRL) is crucial for active learning and goal achievement.
  • Simulation-based training offers a safe environment for practicing learning strategies.
  • Understanding how to support SRL in simulation is key for effective training.

Purpose of the Study:

  • To evaluate the effectiveness of interventions supporting self-regulated learning (SRL) in simulation-based training.
  • To explore the impact of instructor supervision and SRL supports on educational outcomes.
  • To systematically review and meta-analyze existing research using a social-cognitive SRL model.

Main Methods:

  • Systematic review and meta-analysis of studies published up to December 2011.
  • Included studies compared simulation-based SRL interventions in health professions education.
  • Analyzed effects of instructor supervision and SRL educational supports using random-effects meta-analysis.

Main Results:

  • 32 studies with 2482 trainees were included; only 8 had explicit SRL supports.
  • Unsupervised interventions showed poorer immediate outcomes and negligible effects on retention compared to supervised ones.
  • Interventions with SRL supports demonstrated small benefits for immediate and delayed learning outcomes.

Conclusions:

  • Few simulation studies explicitly design SRL training to support trainees.
  • SRL should be viewed as a shared responsibility between trainees and instructional designers.
  • Future research and practice should focus on developing designed supports for SRL in simulation.