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Factors affecting self-regulated learning in medical students: a qualitative study
Zahra Jouhari1, Fariba Haghani2, Tahereh Changiz1
1Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Medical Education Online
|November 10, 2015
Summary
Medical students
Area of Science:
- Medical Education
- Psychology of Learning
Background:
- Self-regulated learning (SRL) is crucial for medical students.
- Various factors influence students' ability to self-regulate learning strategies.
Purpose of the Study:
- To explore medical students' perspectives on factors impacting their self-regulated learning.
- To identify key facilitators and inhibitors of SRL in medical education.
Main Methods:
- Qualitative study employing content analysis.
- Semi-structured, in-depth interviews with 19 medical students (4th-6th year).
- Purposive sampling based on Grade Point Average (GPA).
Main Results:
- Five major themes emerged: family (supervisory/supportive roles), peers (facilitating/inhibiting roles), instructors (personal/educational characteristics), educational environment (facilitator/inhibitor roles), and student (personal facilitating/inhibiting factors).
Conclusions:
- Understanding student perceptions of SRL factors is key.
- Leveraging facilitating factors and mitigating inhibiting factors can enhance SRL in medical students.
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