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Self-regulated learning microanalysis feedback for developing clinical skills: A pilot study.

Dario Cecilio-Fernandes1, Danielle Rachel Dos Santos Carvalho2, John Sandars3

  • 1Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Campinas, Brazil.

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Summary
This summary is machine-generated.

This study shows that self-regulated learning (SRL) microanalysis feedback improves medical students' clinical skills and their use of SRL processes like monitoring performance. Further research with more students and skills is recommended.

Keywords:
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Area of Science:

  • Medical Education
  • Learning Sciences

Background:

  • Effective clinical skill development relies on self-regulated learning (SRL).
  • SRL microanalysis can identify students' SRL processes during skill performance for targeted feedback.
  • Previous research has not specifically examined SRL microanalysis feedback focused solely on key SRL processes for clinical skill acquisition.

Purpose of the Study:

  • To determine if SRL microanalysis feedback, exclusively targeting key SRL processes, enhances both SRL utilization and clinical skill performance in medical students.
  • To investigate a novel feedback approach for improving clinical competency.

Main Methods:

  • Twenty-three final-year medical students without prior experience in mechanical ventilation participated.
  • Key SRL processes and clinical skill performance were assessed pre- and post-intervention.
  • Intervention involved SRL microanalysis feedback focused only on essential SRL processes.

Main Results:

  • Students demonstrated improved performance in key SRL processes, particularly in monitoring.
  • A significant increase in clinical skill performance was observed post-feedback.
  • The findings indicate a positive impact of targeted SRL feedback on skill acquisition.

Conclusions:

  • SRL microanalysis feedback, when focused on key SRL processes, is effective in improving both SRL and clinical skill performance in medical education.
  • This study provides the first evidence in clinical skills for this specific feedback method.
  • Future research should involve larger student cohorts and diverse clinical skills to validate these findings.