The longitudinal development of low-academic performance medical students' key self-regulated learning processes...

Area of Science:

• Medical Education
• Educational Psychology

Background:

• Self-regulated learning (SRL) is crucial for academic success.
• Students with low academic performance often struggle with SRL processes.
• Targeted interventions can potentially improve SRL skills.

Purpose of the Study:

• To explore the longitudinal development of SRL processes in underperforming medical students.
• To evaluate the effectiveness of a combined SRL diary intervention.
• To identify specific SRL strategies that improved during the intervention.

Main Methods:

• A combined SRL diary intervention (explicit instruction + structured diary) was implemented weekly.
• Second-year medical students with low academic performance participated.
• Qualitative analysis of 80 diaries from 20 students using framework analysis.

Main Results:

• Students frequently used goal setting for studying and exam preparation.
• Longitudinal development was observed in reviewing material and time/content management.
• Students attributed learning success to the SRL intervention and developed adaptive strategies.

Conclusions:

• Combined SRL diary interventions can support low-performing students in basic sciences.
• The intervention fostered adaptive SRL approaches, enhancing strengths and mitigating weaknesses.
• Further research with larger cohorts and diverse topics is recommended.