Self-regulation theory: Applications to medical education: AMEE Guide No. 58

John Sandars*, Timothy J. Cleary

*Corresponding author for this work

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

151 Citations (Scopus)

Abstract

Self-regulation theory, as applied to medical education, describes the cyclical control of academic and clinical performance through several key processes that include goal-directed behaviour, use of specific strategies to attain goals, and the adaptation and modification to behaviours or strategies to optimise learning and performance. Extensive research across a variety of non-medical disciplines has highlighted differences in key self-regulation processes between high- and low-achieving learners and performers. Structured identification of key self-regulation processes can be used to develop specific remediation approaches that can improve performance in academic and complex psycho-motor skills. General teaching approaches that are guided by a self-regulation perspective can also enhance academic performance. Self-regulation theory offers an exciting potential for improving academic and clinical performance in medical education.

Original languageEnglish
Pages (from-to)875-886
Number of pages12
JournalMedical Teacher
Volume33
Issue number11
DOIs
Publication statusPublished - 30 Nov 2011

Keywords

  • medical education

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