Patterns in clinical students' self-regulated learning behavior: a Q-methodology study.

Area of Science:

• Medical Education
• Psychology of Learning

Background:

• Undergraduate students often lack sufficient support for active learning and self-regulation in clinical environments.
• Clinical learning presents significant demands for students due to individual differences and varied support needs.

Purpose of the Study:

• To explore and identify distinct patterns of self-regulated learning (SRL) behavior among undergraduate students in clinical settings.
• To inform the development of tailored supervision strategies to enhance student learning and self-regulation.

Main Methods:

• Employed Q-methodology, integrating qualitative and quantitative approaches, to systematically investigate subjective learning behaviors.
• Analyzed data from 74 undergraduate students who sorted 52 statements on SRL behavior using by-person factor analysis.

Main Results:

• Identified five distinct patterns of SRL behavior: Engaged, Critically opportunistic, Uncertain, Restrained, and Effortful.
• These patterns primarily differed in goal setting, metacognition, communication, effort, and reliance on external regulation.
• Recognized that SRL patterns result from a complex interplay between student characteristics and the clinical learning context.

Conclusions:

• Student self-regulated learning in clinical environments is characterized by diverse, identifiable patterns.
• Tailored supervision, addressing individual student needs and identified SRL patterns, is crucial for effective clinical education.