Self-regulated learning microanalysis feedback for developing clinical skills: a pilot study

Dario Cecilio-Fernandes*, Danielle Carvalho, JOHN SANDARS, Thiago Santos

*Corresponding author for this work

Research output: Contribution to journalArticle (journal)peer-review

Abstract

Introduction:
The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students’ use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students’ key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students’ key SRL processes can improve both their use of SRL and their clinical skill performance.
Methods:
Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback.
Results:
Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students’ clinical skill performance.
Discussion:
This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students’ SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills.
Original languageEnglish
Number of pages6
JournalMedical Teacher
Early online date31 Jan 2024
DOIs
Publication statusE-pub ahead of print - 31 Jan 2024

Keywords

  • Clinical skills
  • self-regulated learning
  • feedback

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