Self-Regulated Learning PDF

Self-Regulated Learning QHPE 601 Evidence-based Teaching and Learning Learning Objectives By the end of this session, the learner will be able to: 1. Identify the prominent scholars in the SRL literature 2. Describe the Zimmerman and Pintrich models of SRL 3. Apply concepts of SRL in the clinical...

Self-Regulated Learning QHPE 601 Evidence-based Teaching and Learning Learning Objectives By the end of this session, the learner will be able to: 1. Identify the prominent scholars in the SRL literature 2. Describe the Zimmerman and Pintrich models of SRL 3. Apply concepts of SRL in the clinical and classroom environments 2 Competency Over Time Learning over time, with practice in simulated and real-world environments results in trainees being deemed competent to perform specific tasks. When a trainee is able to perform these tasks with minimal or no supervision, they may be deemed trusted to perform that specific task. However, skills degrade over time without adequate maintenance. Despite being skilled in many other tasks, some skills will fall below competency levels and the learner, if assessed at the later time point, would be deemed incompetent. https://www.researchgate.net/profile/Nicolette-Caccia/publication/285733596/figure/fig2/AS:391717883793415@1470404229988/The- 3 competency-curve-for-a-single-trainee-adapted-from-ten-Cate-et-al-20.png Self-Regulated Learning (SRL) SRL is a conceptual framework that aims to understand the cognitive, motivational, and emotional aspects of learning. The first model was developed in 1989 and have undergone substantial revision and expansion as research has uncovered much of the empirical evidence for SRL. 4 SRL Models and Scholars Adaptable learning model (Boekaerts, 1996) COPES (conditions, operations, products, evaluation, and standards) model (Winne & Hadwin, 1998) Multi-level model (Zimmerman, 2000) Pintrich model (Pintrich, 2000) Cyclical phases (Zimmerman & Moylan, 2009) MASRL (metacognitive and affective) models (Efklides, 2011) The Pintrich and Zimmerman models are covered in detail. 5 Zimmerman’s Cyclical SRL Model Here is an image that shows the Cyclical model. Read through model starting with Forethought. 6 Zimmerman’s Cyclical Model Empirical evidence stems from academic performance and athletic performance Measuring SRL using this model Academic Self-Regulation Scale (A-SRL) Magno, C. (2010). Assessing academic self-regulated learning among Filipino college students: the factor structure and item fit. Int. J. Educ. Psychol. Assess. 5, 61–76. https://selfdeterminationtheory.org/self-regulation-questionnaires/ (free to sign up) 7 Pintrich SRL Model Pintrich was one of the first to analyze the relationship between SRL and motivation empirically and theoretically Read about the phases in the below image. The combination of phases and areas offers a comprehensive picture that includes a significant number of SRL processes 8 Pintrich SRL Model Critiques No direct empirical evidence supporting the validation of this model MSLQ questionnaire is the initial empirical work which the model is based from MSLQ is the most used instrument to measure SRL and self-efficacy Pintrich, P. R., Smith, D. A. F., Garcia, T., and Mckeachie, W. J. (1993b). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educ. Psychol. Meas. 53, 801–813. https://doi.org/10.1177/0013164493053003024 9 Common Ground of SRL Models 10 Learners and Self-Assessment 3 forms of self assessment Summatively: reflecting on completed performances both for the purposes of assessing the specific performance and for the purposes of assessing their abilities more generally. E.g. How good this performance was relative to what they could have done, to what their peers could have done, to what the gold standard could have been done, or to what minimally acceptable standard Predictively: Ability to manage newly arising situations and challenges E.g. Am I up to this challenge? Should I be starting this task (now, alone, in this way)? What are realistic goals for accomplishment in this context? How much better might I imagine performing with some additional preparation and is the increased preparation worth the anticipated increase in performance? Concurrently: Monitoring process during the performance of a particular task E.g. Is this coming out the way I expected? Am I still on the right rack? Am I in trouble? Should I be doing anything differently? Should I persist in the face of negative feedback? Do I need to recruit additional resources? Do I need to reassess my original goal of my original plan? 11 Learners and Self-Assessment (Cont.) Systematic review of accuracy of physician self assessment compared with observed measures of competence Excluded studies of self-reports, medical students, physician beliefs about patient status, development of self-assessment measures, self-assessment programs of specialty societies Included if at least 50% of practicing physicians, residents, or similar HCPs from UK, Can, US, Aus, NZ. Measured competence = OSCE, compared observed performance ratings 17 studies, 20 comparisons of self and external assessment 7 showed positive association 13 showed little, no, or an inverse relationship between self assessment and objective performance measures Worst accuracy in self-assessment among physicians who were the least skilled and those who were the most confident Conclusion: HCP’s self-assessment do not match objective measures of competence, therefore, must acknowledge limitations of self-assessment JAMA 2006; 296(9):1094-102 12 Application of SRL in clinical and classroom environments Interventions targeting the learner Provide an explicit orientation to LGs, allow peer feedback (e.g. Workshops) Require specific LG structure Schedule regular dedicated time for reflection, and creation, and follow up on LG progress Utilize motivating factors (external and internal) to inform creation of LGs Discuss the value and long-term purpose of goal setting. What are your career goals? What do you need to get better at/do in order to accomplish your career goals? Require short term LGs and long term LGs Provide forums for learners to share LGs Schedule experiences (e.g. Rotations) to pursue LGs Require residents to create LGs before individualized rotations Encourage learners to share LGs and seek feedback from faculty on outcomes of learning goal plans 13 Application of SRL in clinical and classroom environments (Cont.) Interventions targeting faculty Provide CPD to practice developing their own LGs, discuss scenarios to help learners reflect and create their LGs, role-play ask-tell-ask model (ask what did you do particularly well during this encounter. Tell I noticed... Ask how can we work together to help you improve?... Follow up). Provide faculty with example guiding questions to promote discussion about and support for LGs Encourage faculty to provide specific feedback to learners, during rotations or in formal review/advising sessions, about progress toward accomplishing their LGs Address potential barriers to faculty accountability (e.g. Lack of time, lack of buy-in regarding faculty roles, lack of divisional support) Include questions about incorporation/discussion of LG into faculty evaluations Elicit feedback from faculty directly regarding their roles in resident LGs Interventions targeting the training environment Utilize user-friendly LG documentation system Provide time/resources to develop learner and faculty skills in LG development Provide time for learner reflection and faculty review/support 14 References and Resources Panadero E. A Review of Self-Regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology 2017; 8: 422. Davis DA. Accuracy of physician self assessment compared with observed measures of competence: a Systematic review. JAMA 2006; 296(9):1094-102 Eva KW, Regehr G. Self-Assessment in the Health Professions: A Reformulation and Research Agenda. Acad Med 2005; 80(S10):46-54 Kenneth Cho et al. Self Regulated Learning of Medical Students in the Clinical Environment - A Scoping Review. BMC Medical Education 2017; 17(1): 112 Self-Regulated Learning in the Clinical Context: A Systematic Review. Medical Education 2018; 52: 1008-1015 15 Faculty Credits The following faculty are attributed to the slides and ideas of this session (in alphabetical order) Dr Ahsan Sethi Dr Daniel Rainkie 16