Abstract
The provision of Self-Regulated Learning (SRL) enhanced feedback on performing clinical skills and making a clinical diagnosis recognises the importance of feedback on the use of key SRL processes. In contrast to the broader concept of self-directed learning, SRL has a specific focus on the individual learner’s approach to achieve a task, including their planning, self-monitoring and future adaptations. The key SRL processes can be identified using structured microanalysis during the clinical task and fed back to the learner using the tips outlined in this article. It is essential that SRL enhanced feedback is integrated with best practice on providing feedback to ensure that its potential is achieved.
Original language | English |
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Pages (from-to) | 1-5 |
Journal | Medical Teacher |
Early online date | 11 Dec 2017 |
DOIs | |
Publication status | E-pub ahead of print - 11 Dec 2017 |