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Updated: Jun 25, 2025
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
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In experts' words: Translating theory to practice for teaching self-regulated learning
Lorena Isbej1,2,3, Dominique Waterval1,4, Arnoldo Riquelme5,6
1School of Health Professions Education, Maastricht University, the Netherlands.
Medical Teacher
|May 31, 2024
Summary
Experts suggest integrating self-regulated learning (SRL) theories into health professions education (HPE) requires a supportive environment, skilled teachers, tailored strategies, and feedback. Faculty development is crucial for effective scaffolding.
Area of Science:
- Education
- Health Professions Education
- Psychology
Background:
- Health professions education (HPE) must equip students with self-regulated learning (SRL) skills for lifelong competence.
- Integrating SRL theories into HPE teaching is essential for preparing future practitioners.
Purpose of the Study:
- To explore expert perspectives on practically integrating SRL theories into HPE.
- To identify key themes and challenges in teaching SRL within diverse educational contexts.
Main Methods:
- An exploratory qualitative study using semi-structured interviews with SRL researchers and practitioners.
- Data analysis involved an iterative thematic approach guided by a six-step framework.
- Fifteen interviews were conducted with experts from six countries across various disciplines.
Main Results:
- Five key themes emerged: theoretical considerations, cultural influences, stakeholder engagement, teaching complexity, and assessment/feedback strategies.
- Experts emphasized the need for a supportive learning environment and competent teacher guidance.
- Tailoring teaching and learning strategies, along with feedback, to specific cultural contexts is vital.
Conclusions:
- The study provides a foundation for teaching SRL in HPE.
- Effective SRL integration necessitates a supportive environment, skilled educators, context-specific strategies, and robust feedback mechanisms.
- Faculty development programs should prioritize training educators in second-order scaffolding to enhance SRL support in HPE.
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