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      The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum

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          Abstract

          Society expects physicians to always improve their competencies and to be up to date with developments in their field. Therefore, an important aim of medical schools is to educate future medical doctors to become self-regulated, lifelong learners. However, it is unclear if medical students become better self-regulated learners during the pre-clinical stage of medical school, and whether students develop self-regulated learning skills differently, dependent on the educational approach of their medical school. In a cross-sectional design, we investigated the development of 384 medical students’ self-regulated learning skills with the use of the Self-Regulation of Learning Self-Report Scale. Next, we compared this development in students who enrolled in two distinct medical curricula: a problem-based curriculum and a lectured-based curriculum. Analysis showed that more skills decreased than increased during the pre-clinical stage of medical school, and that the difference between the curricula was mainly caused by a decrease in the skill evaluation in the lecture-based curriculum. These findings seem to suggest that, irrespective of the curriculum, self-regulated learning skills do not develop during medical school.

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          A social cognitive view of self-regulated academic learning.

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            Structural equation modeling with Mplus, basic concepts, application and programming

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              The process of problem-based learning: what works and why.

              In this review, we portray the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems. Two hypotheses are proposed to explain how learning is driven in PBL; an activation-elaboration hypothesis and a situational interest hypothesis. Research relevant to these hypotheses is discussed. In addition, research studying the effects of various support strategies used in PBL is reviewed. Finally, we summarise a number of recent studies in which a new 'micro-analytical' methodology was used to trace the process of PBL in the natural classroom setting. We conclude that there is considerable support for the idea that PBL works because it encourages the activation of prior knowledge in the small-group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to 'hard' scaffolding represented by, for instance, worksheets or questions added to problems. Small-group work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL. © Blackwell Publishing Ltd 2011.
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                Author and article information

                Contributors
                +31-10-7030384 , s.lucieer@erasmusmc.nl
                Journal
                Adv Health Sci Educ Theory Pract
                Adv Health Sci Educ Theory Pract
                Advances in Health Sciences Education
                Springer Netherlands (Dordrecht )
                1382-4996
                1573-1677
                29 May 2015
                29 May 2015
                2016
                : 21
                : 93-104
                Affiliations
                [ ]Institute of Medical Education Research Rotterdam, Erasmus MC, Room AE-239, PO Box 2040, 3000 CA Rotterdam, The Netherlands
                [ ]Department of Neuroscience, Erasmus MC, Rotterdam, The Netherlands
                [ ]Department of Medicine, Federal University of Minas Gerais, Belo Horizonte, Brazil
                [ ]Department of Medicine, Unifenas – Universidade José do Rosária Vellano, Alfenas, Brazil
                [ ]Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
                [ ]Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands
                [ ]Department of Internal Medicine, Erasmus MC, Rotterdam, The Netherlands
                [ ]Department of Sociel Sciences, Utrecht University, University College Roosevelt, Middelburg, The Netherlands
                Author information
                http://orcid.org/0000-0002-0107-5085
                Article
                9613
                10.1007/s10459-015-9613-1
                4749637
                26018998
                f81cba57-c402-43d7-9e06-e6a6a1c6a6bd
                © The Author(s) 2015

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

                History
                : 21 January 2014
                : 12 May 2015
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                © Springer Science+Business Media Dordrecht 2016

                Education
                lectured-based instruction,lifelong learning,medical education,problem-based learning,self-regulated learning

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