Becoming Lifelong Learners: A Study in Self-Regulated Learning

While health professions educators espouse the need to develop lifelong learning skills in students, little is written about such attempts. The purpose of this study was to assess the effectiveness of educational and awareness interventions designed to promote self-regulated learning processes as a means to improve lifelong learning skills. First-year students in respiratory care and radiologic imaging sciences took the Learning and Study Skills Inventory (LASSI) in fall and spring semesters. They made the decision to use or not use educational resources in an online course focused on self-regulated learning skills. All students maintained a journal and responded to prompts about changes in their study skills. Final grades, reported in percentages, from selected required courses for fall and spring semesters were recorded. There were no substantive effects of the intervention (LASSI and online resources) as measured by the LASSI and course averages. Qualitative analysis indicated that students valued the LASSI and the online resources and that they altered their study skills as they perceived the need. Suggestions for future work include continued use of the LASSI, integration of self-regulated learning strategies into courses with role-modeling by faculty, and the use of microanalytic protocols.