The Development of Self-Regulated Learning during the Pre-Clinical Stage of Medical School: A Comparison between a Lecture-Based and a Problem-Based Curriculum

Autor/inn/en	Lucieer, Susanna M.; van der Geest, Jos N.; Elói-Santos, Silvana M.; de Faria, Rosa M. Dellbone; Jonker, Laura; Visscher, Chris; Rikers, Remy M. J. P.; Themmen, Axel P. N.
Titel	The Development of Self-Regulated Learning during the Pre-Clinical Stage of Medical School: A Comparison between a Lecture-Based and a Problem-Based Curriculum
Quelle	In: Advances in Health Sciences Education, 21 (2016) 1, S.93-104 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-015-9613-1
Schlagwörter	Medical Schools; Medical Education; Medical Students; Program Effectiveness; Self Management; Study Skills; Problem Based Learning; Lecture Method; Comparative Analysis; Skill Development + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Selbstmanagement; Studientechnik; Problem-based learning; Problemorientiertes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Society expects physicians to always improve their competencies and to be up to date with developments in their field. Therefore, an important aim of medical schools is to educate future medical doctors to become self-regulated, lifelong learners. However, it is unclear if medical students become better self-regulated learners during the pre-clinical stage of medical school, and whether students develop self-regulated learning skills differently, dependent on the educational approach of their medical school. In a cross-sectional design, we investigated the development of 384 medical students' self-regulated learning skills with the use of the Self-Regulation of Learning Self-Report Scale. Next, we compared this development in students who enrolled in two distinct medical curricula: a problem-based curriculum and a lectured-based curriculum. Analysis showed that more skills decreased than increased during the pre-clinical stage of medical school, and that the difference between the curricula was mainly caused by a decrease in the skill evaluation in the lecture-based curriculum. These findings seem to suggest that, irrespective of the curriculum, self-regulated learning skills do not develop during medical school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01