Publication

Self-regulated learning in the clinical context: A systematic review

van Houten-Schat, M. A., Berkhout, J. J., van Dijk, N., Endedijk, M. D., Jaarsma, A. D. C. & Diemers, A. D., 1-Oct-2018, In : Medical Education. 52, 10, p. 1008-1015 8 p.

Research output: Contribution to journalReview articleAcademicpeer-review

APA

van Houten-Schat, M. A., Berkhout, J. J., van Dijk, N., Endedijk, M. D., Jaarsma, A. D. C., & Diemers, A. D. (2018). Self-regulated learning in the clinical context: A systematic review. Medical Education, 52(10), 1008-1015. https://doi.org/10.1111/medu.13615

Author

van Houten-Schat, Maaike A ; Berkhout, Joris J ; van Dijk, Nynke ; Endedijk, Maaike D ; Jaarsma, A Debbie C ; Diemers, Agnes D. / Self-regulated learning in the clinical context : A systematic review. In: Medical Education. 2018 ; Vol. 52, No. 10. pp. 1008-1015.

Harvard

van Houten-Schat, MA, Berkhout, JJ, van Dijk, N, Endedijk, MD, Jaarsma, ADC & Diemers, AD 2018, 'Self-regulated learning in the clinical context: A systematic review', Medical Education, vol. 52, no. 10, pp. 1008-1015. https://doi.org/10.1111/medu.13615

Standard

Self-regulated learning in the clinical context : A systematic review. / van Houten-Schat, Maaike A; Berkhout, Joris J; van Dijk, Nynke; Endedijk, Maaike D; Jaarsma, A Debbie C; Diemers, Agnes D.

In: Medical Education, Vol. 52, No. 10, 01.10.2018, p. 1008-1015.

Research output: Contribution to journalReview articleAcademicpeer-review

Vancouver

van Houten-Schat MA, Berkhout JJ, van Dijk N, Endedijk MD, Jaarsma ADC, Diemers AD. Self-regulated learning in the clinical context: A systematic review. Medical Education. 2018 Oct 1;52(10):1008-1015. https://doi.org/10.1111/medu.13615


BibTeX

@article{17259ac5aa2441c7b095d968033f488f,
title = "Self-regulated learning in the clinical context: A systematic review",
abstract = "OBJECTIVES: Research has suggested beneficial effects of self-regulated learning (SRL) for medical students' and residents' workplace-based learning. Ideally, learners go through a cyclic process of setting learning goals, choosing learning strategies and assessing progress towards goals. A clear overview of medical students' and residents' successful key strategies, influential factors and effective interventions to stimulate SRL in the workplace is missing. This systematic review aims to provide an overview of and a theoretical base for effective SRL strategies of medical students and residents for their learning in the clinical context.METHODS: This systematic review was conducted according to the guidelines of the Association for Medical Education in Europe. We systematically searched PubMed, EMBASE, Web of Science, PsycINFO, ERIC and the Cochrane Library from January 1992 to July 2016. Qualitative and quantitative studies were included. Two reviewers independently performed the review process and assessed the methodological quality of included studies. A total of 3341 publications were initially identified and 18 were included in the review.RESULTS: We found diversity in the use of SRL strategies by medical students and residents, which is linked to individual (goal setting), contextual (time pressure, patient care and supervision) and social (supervisors and peers) factors. Three types of intervention were identified (coaching, learning plans and supportive tools). However, all interventions focused on goal setting and monitoring and none on supporting self-evaluation.CONCLUSIONS: Self-regulated learning in the clinical environment is a complex process that results from an interaction between person and context. Future research should focus on unravelling the process of SRL in the clinical context and specifically on how medical students and residents assess their progress towards goals.",
keywords = "adult, Cochrane Library, Embase, Europe, female, human, learning, male, medical education, medical student, Medline, monitoring, patient care, practice guideline, PsycINFO, publication, resident, review, self evaluation, systematic review, theoretical study, Web of Science",
author = "{van Houten-Schat}, {Maaike A} and Berkhout, {Joris J} and {van Dijk}, Nynke and Endedijk, {Maaike D} and Jaarsma, {A Debbie C} and Diemers, {Agnes D}",
note = "{\circledC} 2018 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.",
year = "2018",
month = "10",
day = "1",
doi = "10.1111/medu.13615",
language = "English",
volume = "52",
pages = "1008--1015",
journal = "Medical Education",
issn = "0308-0110",
publisher = "Wiley",
number = "10",

}

RIS

TY - JOUR

T1 - Self-regulated learning in the clinical context

T2 - A systematic review

AU - van Houten-Schat, Maaike A

AU - Berkhout, Joris J

AU - van Dijk, Nynke

AU - Endedijk, Maaike D

AU - Jaarsma, A Debbie C

AU - Diemers, Agnes D

N1 - © 2018 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

PY - 2018/10/1

Y1 - 2018/10/1

N2 - OBJECTIVES: Research has suggested beneficial effects of self-regulated learning (SRL) for medical students' and residents' workplace-based learning. Ideally, learners go through a cyclic process of setting learning goals, choosing learning strategies and assessing progress towards goals. A clear overview of medical students' and residents' successful key strategies, influential factors and effective interventions to stimulate SRL in the workplace is missing. This systematic review aims to provide an overview of and a theoretical base for effective SRL strategies of medical students and residents for their learning in the clinical context.METHODS: This systematic review was conducted according to the guidelines of the Association for Medical Education in Europe. We systematically searched PubMed, EMBASE, Web of Science, PsycINFO, ERIC and the Cochrane Library from January 1992 to July 2016. Qualitative and quantitative studies were included. Two reviewers independently performed the review process and assessed the methodological quality of included studies. A total of 3341 publications were initially identified and 18 were included in the review.RESULTS: We found diversity in the use of SRL strategies by medical students and residents, which is linked to individual (goal setting), contextual (time pressure, patient care and supervision) and social (supervisors and peers) factors. Three types of intervention were identified (coaching, learning plans and supportive tools). However, all interventions focused on goal setting and monitoring and none on supporting self-evaluation.CONCLUSIONS: Self-regulated learning in the clinical environment is a complex process that results from an interaction between person and context. Future research should focus on unravelling the process of SRL in the clinical context and specifically on how medical students and residents assess their progress towards goals.

AB - OBJECTIVES: Research has suggested beneficial effects of self-regulated learning (SRL) for medical students' and residents' workplace-based learning. Ideally, learners go through a cyclic process of setting learning goals, choosing learning strategies and assessing progress towards goals. A clear overview of medical students' and residents' successful key strategies, influential factors and effective interventions to stimulate SRL in the workplace is missing. This systematic review aims to provide an overview of and a theoretical base for effective SRL strategies of medical students and residents for their learning in the clinical context.METHODS: This systematic review was conducted according to the guidelines of the Association for Medical Education in Europe. We systematically searched PubMed, EMBASE, Web of Science, PsycINFO, ERIC and the Cochrane Library from January 1992 to July 2016. Qualitative and quantitative studies were included. Two reviewers independently performed the review process and assessed the methodological quality of included studies. A total of 3341 publications were initially identified and 18 were included in the review.RESULTS: We found diversity in the use of SRL strategies by medical students and residents, which is linked to individual (goal setting), contextual (time pressure, patient care and supervision) and social (supervisors and peers) factors. Three types of intervention were identified (coaching, learning plans and supportive tools). However, all interventions focused on goal setting and monitoring and none on supporting self-evaluation.CONCLUSIONS: Self-regulated learning in the clinical environment is a complex process that results from an interaction between person and context. Future research should focus on unravelling the process of SRL in the clinical context and specifically on how medical students and residents assess their progress towards goals.

KW - adult

KW - Cochrane Library

KW - Embase

KW - Europe

KW - female

KW - human

KW - learning

KW - male

KW - medical education

KW - medical student

KW - Medline

KW - monitoring

KW - patient care

KW - practice guideline

KW - PsycINFO

KW - publication

KW - resident

KW - review

KW - self evaluation

KW - systematic review

KW - theoretical study

KW - Web of Science

U2 - 10.1111/medu.13615

DO - 10.1111/medu.13615

M3 - Review article

VL - 52

SP - 1008

EP - 1015

JO - Medical Education

JF - Medical Education

SN - 0308-0110

IS - 10

ER -

ID: 64443739