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Developing low-achieving medical students' self-regulated learning using a combined learning diary and explicit

Zahra Zarei Hajiabadi¹, Roghayeh Gandomkar^1,2, Amir Ali Sohrabpour³

¹Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

Medical Teacher

|December 19, 2022

Summary

This summary is machine-generated.

This study improved self-regulated learning (SRL) skills and course grades in low-achieving medical students using a diary and training. The intervention was effective and well-received by participants.

Keywords:

Diary intervention low-achieving medical students self-regulated learning

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Area of Science:

Medical Education
Educational Psychology
Student Remediation

Background:

Self-regulated learning (SRL) is crucial for remediating low-achieving students.
Effective SRL strategies are needed for undergraduate medical education.
Previous interventions have not combined structured diaries with explicit SRL training.

Purpose of the Study:

To design, implement, and evaluate a longitudinal SRL intervention.
To combine a structured learning diary with explicit SRL training.
To assess the impact on low-achieving undergraduate medical students.

Main Methods:

A mixed-methods, quasi-experimental design with a pretest-posttest intervention group.
Comparison with a historical control group for GPA and course grades.
Qualitative data collection via questionnaires and focus groups on participant perceptions.

Main Results:

Significant improvements in SRL scores (total, rehearsal, organization, critical thinking, metacognitive regulation, time/environment management) and course grades.
Intervention group had significantly higher course grades than the comparison group.
Participants reported positive perceptions of the SRL intervention.

Conclusions:

This study is the first to evaluate a combined SRL diary and training intervention in low-achieving medical students.
The intervention demonstrated effectiveness and user acceptability.
Further research in diverse contexts and larger cohorts is recommended.