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Medical students' self-efficacy in problem-based learning and its relationship with self-regulated learning
Meral Demirören1, Sevgi Turan2, Derya Öztuna3
1Department of Medical Education and Informatics, Ankara University School of Medicine, Dikimevi, Ankara, Turkey; meraldemiroren@gmail.com; demiror@medicine.ankara.edu.tr.
Medical Education Online
|March 19, 2016
Summary
Medical students demonstrate self-regulated learning (SRL) skills and self-efficacy in problem-based learning (PBL). These skills are positively correlated, suggesting SRL enhances PBL effectiveness.
Area of Science:
- Medical Education
- Cognitive Psychology
Background:
- Problem-based learning (PBL) is a key pedagogical approach in medical education.
- Self-regulated learning (SRL) skills are crucial for student motivation and academic success.
- Self-efficacy beliefs influence motivation and SRL processes.
Purpose of the Study:
- To investigate the relationship between medical students' self-reported SRL skills and their self-efficacy in PBL.
- To understand how SRL and self-efficacy interact within the PBL environment.
Main Methods:
- A cross-sectional study involving second and third-year medical students.
- Utilized the Self-Regulated Learning Perception (SRLP) scale and the Self-Efficacy for Problem-Based Learning (SPBL) scale.
- Analyzed correlations between SRLP and SPBL subscales.
Main Results:
- Positive correlations were found between SRLP and SPBL subscales.
- Female students reported higher scores in 'planning and goal setting' (SRLP) and 'responsibility' (SPBL).
- Second-year students showed higher scores in 'lack of self-directedness' (SRLP) compared to third-year students.
Conclusions:
- Medical students utilize SRL skills and possess self-efficacy within the PBL context.
- SRL skills and self-efficacy beliefs are interconnected in PBL.
- Monitoring SRL development and providing feedback can support students with learning difficulties.
Keywords:
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