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Self-regulated learning and academic performance in medical education
Susanna M Lucieer1, Laura Jonker2,3, Chris Visscher2
1a Institute of Medical Education Research Rotterdam , Erasmus MC, The Netherlands .
Medical Teacher
|August 28, 2015
Summary
Medical students show minor changes in self-regulated learning skills during school, with only reflection significantly improving. These skills have a limited impact on academic performance, suggesting a need for curriculum review.
Area of Science:
- Medical Education Research
- Cognitive Psychology in Learning
Background:
- Medical schools strive to develop self-regulated learning (SRL) skills in future physicians.
- Investigating changes in SRL skills throughout medical training is crucial.
- Understanding the link between SRL skills and academic success is important for effective learning.
Purpose of the Study:
- To examine the evolution of self-regulated learning skills among medical students.
- To determine the relationship between self-regulated learning skills and academic performance.
Main Methods:
- Cross-sectional study design.
- Utilized the Self-Regulation of Learning Self-Report Scale (SRL-SRS) with 949 first and third-year medical students.
- Employed ANOVA for skill comparison and multinomial regression for performance analysis.
Main Results:
- Only the 'reflection' skill showed a significant positive change between first and third year.
- Monitoring, reflection, and effort were positively related to first-year GPA.
- Effort was the only SRL skill related to third-year GPA.
Conclusions:
- Self-regulated learning skills demonstrate minimal change during medical school, with only reflection differing significantly.
- The association between self-regulated learning skills and academic performance is limited.
- Medical institutions should reassess curricula to better foster self-regulated learning; further research is needed on its performance impact.
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