Medical students and residents use diverse SRL strategies in the clinical environment, shaped by individual, contextual and social factors¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
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q3 i? The review found diversity in SRL strategy use by medical students and residents, linked to individual (goal setting, motivation), contextual (time pressure, patient care) and social (coaches or supervisors, and peers) factors. → van Houten‐Schat Maaike A 2018
Evidence¶
van Houten‐Schat Maaike A 2018¶
van Houten‐Schat Maaike A, Berkhout Joris J, van Dijk Nynke, Endedijk Maaike D, Jaarsma A Debbie, Diemers Agnes D. (2018). Self‐regulated learning in the clinical context: a systematic review. Medical Education. https://doi.org/10.1111/medu.13615
q3 · i? · review · r3
Systematic review of 18 included studies (10 observational, six qualitative, two mixed-methods) conducted per AMEE guidelines, searching six databases from 1992 to 2016. The review reports "diversity in the use of SRL strategies" linked to individual, contextual and social factors. In its results, patient care is one of the most frequently mentioned positive contextual factors and almost all studies report time pressure as a contextual barrier, while the influence of a coach or supervisor and of peers is classed as a positive social factor; the abstract, quoted below, also lists supervision among the contextual factors.
"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."
Discussion¶
Related Claims¶
- Clinical students' SRL behaviour falls into five distinct patterns, all showing little-planned SRL behaviour and limited goal setting — related
- Mentor-guided SRL approaches positively affected residents' practice, including progressive independence in goal setting and improved practice habits — a narrower finding that bears on this claim
- Internal and external factors influence clinical reasoning facilitation in clinical settings — related
- Learning patterns relate to contextual factors including teaching strategies, perceptions of the learning environment, and discipline — related
- Relations between SRL phase frequency/diversity and illness script activation were mixed across cases: more frequent and diverse transitions were sometimes beneficial (Cases 2, 4) and sometimes detrimental (Cases 1, 3, 5) — related
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