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Enhancing trainee clinical scientists' self-regulated learning in the workplace.

Megan Smith1, Sharon Buckley2, Ian Davison3

  • 1Formerly Birmingham Medical School, University of Birmingham, Birmingham, UK.

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Summary
This summary is machine-generated.

Trainee clinical scientists develop self-regulated learning (SRL) through individual actions and social interactions within communities of practice. Trainers can enhance this by focusing on trainee-workplace fit and encouraging participation.

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Area of Science:

  • Health Professions Education
  • Learning Sciences
  • Clinical Laboratory Science

Background:

  • Self-regulated learning (SRL) is crucial for health trainees in dynamic clinical settings.
  • SRL is influenced by individual actions and social interactions, but their interplay needs further study.
  • Existing research often separates individual and social aspects of SRL.

Purpose of the Study:

  • To holistically understand SRL in clinical workplaces for trainee clinical scientists.
  • To integrate individual (Zimmerman's model) and social (Communities of Practice) perspectives on SRL.
  • To identify strategies for maximizing learning in health professional training.

Main Methods:

  • Conducted semi-structured interviews with 13 trainees on the Scientist Training Programme.
  • Analyzed interview transcripts using inductive and deductive (abductive) approaches.
  • Applied Zimmerman's SRL model and Communities of Practice (CoPs) framework.

Main Results:

  • Identified four key themes: approach to learning, task engagement, self-reflection, and autonomy/role construction.
  • Developed a trainee-workplace congruence model linking Zimmerman's SRL and CoPs.
  • Highlighted the critical role of trainers in supporting trainee SRL.

Conclusions:

  • The trainee-workplace congruence model offers a framework for understanding trainee SRL and social navigation.
  • Trainees are responsible for their learning, but trainers significantly influence SRL.
  • Optimizing trainee-workplace 'fit' and fostering CoP participation are key for effective training.