Using Multiple Self-Regulated Learning Measures to Understand Medical Students' Biomedical Science Learning

Using Multiple Self-Regulated Learning Measures to Understand Medical Students' Biomedical Science Learning Publisher Pubmed

Gandomkar R^{1, 2} ; Yazdani K³ ; Fata L⁴ ; Mehrdad R⁵ ; Mirzazadeh A^{1, 6} ; Jalili M^{7, 8} ; Sandars J⁹

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1. Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
2. Education Development Center, Tehran University of Medical Sciences, Tehran, Iran
3. Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
4. Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
5. Center for Research on Occupational Diseases, Tehran University of Medical Sciences, Tehran, Iran
6. Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
7. Department of Emergency Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
8. Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
9. Edge Hill University Medical School, Edge Hill University, Ormskirk, United Kingdom

Source: Medical Education Published:2020

Abstract

Context: Understanding self-regulated learning (SRL) is complicated due to the different measures used to identify the key SRL processes. There is a growing trend in applying event measures of SRL (microanalysis and trace) but aptitude measures (questionnaires) continue to be widely used in medical education. A major concern is whether aptitude measures are a valid approach to capture the dimensions of SRL processes. This study examined correlations between SRL microanalysis, SRL trace and the Motivated Strategies for Learning Questionnaire (MSLQ) and how these measures were associated with biomedical science performance. Methods: An SRL microanalysis assessment interview was administered to 76 first-year medical students individually when performing a biomedical science learning task. All written materials by students were collected for further trace analysis. Students completed an MSLQ 2 weeks before completing their biomedical science course. Correlation analyses were used to determine the correlations between the three SRL assessment measures. Bivariate and multiple analyses were conducted to compare students on different course or task performance using the three SRL assessment measures. Results: Microanalytic metacognitive monitoring (κ = 0.30, P <.001) and causal attributions (κ = 0.17, P =.009) had statistically significant correlations with use of the SRL trace strategy. MSLQ self-efficacy correlated with microanalytic self-efficacy (r =.39, P =.001). Bivariate tests showed that microanalytic metacognitive monitoring, causal attributions and adaptive inferences, and SRL trace strategy use had significant associations with task performance (P <.05). Microanalytic self-efficacy, metacognitive monitoring and causal attributions, SRL trace strategy use and MSLQ self-efficacy had significant associations with course performance (P <.05). Measures of use of the SRL trace strategy and MSLQ subscales did not show significant associations with task and course outcomes in multiple analyses (P >.05). Conclusions: Event measures, specifically SRL microanalysis, had greater associations with both task and course outcomes compared with the MSLQ measure. The SRL microanalysis is recommended for the assessment of SRL in biomedical science learning. However, to fully understand medical students’ SRL a multidimensional assessment approach that combines event and aptitude measures should be used. © 2020 Association for the Study of Medical Education and John Wiley & Sons Ltd

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Roghayeh Gandomkar (4)

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Style	Citing Format
MLA	Gandomkar R, et al.. "Using Multiple Self-Regulated Learning Measures to Understand Medical Students' Biomedical Science Learning." Medical Education, vol. 54, no. 8, 2020, pp. 727-737.
APA	Gandomkar R, Yazdani K, Fata L, Mehrdad R, Mirzazadeh A, Jalili M, Sandars J (2020). Using Multiple Self-Regulated Learning Measures to Understand Medical Students' Biomedical Science Learning. Medical Education, 54(8), 727-737.
Chicago	Gandomkar R, Yazdani K, Fata L, Mehrdad R, Mirzazadeh A, Jalili M, Sandars J. "Using Multiple Self-Regulated Learning Measures to Understand Medical Students' Biomedical Science Learning." Medical Education 54, no. 8 (2020): 727-737.
Harvard	Gandomkar R et al. (2020) 'Using Multiple Self-Regulated Learning Measures to Understand Medical Students' Biomedical Science Learning', Medical Education, 54(8), pp. 727-737.
Vancouver	Gandomkar R, Yazdani K, Fata L, Mehrdad R, Mirzazadeh A, Jalili M, et al.. Using Multiple Self-Regulated Learning Measures to Understand Medical Students' Biomedical Science Learning. Medical Education. 2020;54(8):727-737.
BibTex	@article{ author = {Gandomkar R and Yazdani K and Fata L and Mehrdad R and Mirzazadeh A and Jalili M and Sandars J}, title = {Using Multiple Self-Regulated Learning Measures to Understand Medical Students' Biomedical Science Learning}, journal = {Medical Education}, volume = {54}, number = {8}, pages = {727-737}, year = {2020} }
RIS	TY - JOUR AU - Gandomkar R AU - Yazdani K AU - Fata L AU - Mehrdad R AU - Mirzazadeh A AU - Jalili M AU - Sandars J TI - Using Multiple Self-Regulated Learning Measures to Understand Medical Students' Biomedical Science Learning JO - Medical Education VL - 54 IS - 8 SP - 727 EP - 737 PY - 2020 ER -

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