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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Why Does This Learner Perform Poorly on Tests? Using Self-Regulated Learning Theory to Diagnose the Problem and

Mary A Andrews¹, William F Kelly, Kent J DeZee

¹M.A. Andrews is assistant professor, Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland. W.F. Kelly is associate professor, Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland. K.J. DeZee is professor, Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland.

Academic Medicine : Journal of the Association of American Medical Colleges

|September 25, 2018

Summary

This summary is machine-generated.

A new assessment method based on self-regulated learning (SRL) helps identify and remediate underperforming medical learners. This approach showed improved test scores, doubling expected progress for struggling residents.

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Area of Science:

Medical Education
Educational Psychology

Background:

Underperformance on standardized tests is a significant challenge in medical education, demanding substantial faculty resources for remediation.
Current remediation strategies often lack a strong foundation in educational theory and robust empirical evidence.

Purpose of the Study:

To develop and evaluate a novel assessment and remediation method for medical learners struggling with standardized tests.
To apply principles of self-regulated learning (SRL) to address test-taking difficulties.

Main Methods:

A test-taking assessment was developed, grounded in self-regulated learning (SRL) microanalytic assessment and training.
The method assesses SRL subprocesses: strategic planning, self-monitoring, causal attributions, and adaptive inferences.
Learners were categorized into subtypes based on SRL deficiencies, with tailored learning plans developed.

Main Results:

In internal medicine residents with low scores, this SRL-based method led to a doubling of expected improvement on in-training examinations.
The intervention demonstrated potential in improving test performance for struggling learners.

Conclusions:

This SRL-based approach offers a theoretically grounded and evidence-informed method for addressing test-taking difficulties in medical education.
Further large-scale, multicenter studies are necessary to validate the effectiveness and generalizability of this intervention across diverse medical learner populations.