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First-year medical students' perceptions of a self-regulated learning-informed intervention: an exploratory study
Taylor Boyd1, Henrike Besche2, Richard Goldhammer2
1Harvard Medical School, 25 Shattuck St, Boston, MA, 02115, USA. Taylor_Boyd@hms.harvard.edu.
BMC Medical Education
|November 29, 2022
Summary
First-year medical students showed increased self-regulated learning (SRL) skills after an intervention. This study highlights the effectiveness of SRL-informed education in medical school.
Area of Science:
- Medical Education
- Learning Sciences
- Psychology
Background:
- Self-regulated learning (SRL) involves goal setting, strategy selection, and progress reflection.
- Developing SRL skills is crucial for academic success in medical school.
- This study examined the utility and impact of an SRL intervention for first-year medical students.
Purpose of the Study:
- To investigate first-year medical students' perceived utility of an SRL-informed intervention.
- To assess the impact of the intervention on students' intended SRL use throughout medical school.
Main Methods:
- A two-part educational intervention focused on SRL skill development was implemented.
- 169 students participated in an interactive classroom session with pre- and post-intervention surveys.
- 15 students received one-on-one academic SRL coaching with follow-up interviews.
Main Results:
- A statistically significant increase in SRL skills was observed post-intervention.
- Evidence-based learning strategy use increased from 60.1% to 92.8% (p < 0.001).
- Qualitative analysis revealed themes of learning plans, accountability, goal setting, active learning, reflection, and curriculum adaptation.
Conclusions:
- Classroom-based sessions and one-on-one coaching are feasible for promoting SRL.
- These approaches can effectively encourage SRL techniques in the preclinical medical setting.
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