Relationships between medical students' co-regulatory network characteristics and self-regulated learning: a social network study.
Perspect Med Educ
; 11(1): 28-35, 2022 01.
Article
em En
| MEDLINE
| ID: mdl-33929685
ABSTRACT
INTRODUCTION:
Recent conceptualizations of self-regulated learning acknowledge the importance of co-regulation, i.e., students' interactions with others in their networks to support self-regulation. Using a social network approach, the aim of this study is to explore relationships between characteristics of medical students' co-regulatory networks, perceived learning opportunities, and self-regulated learning.METHODS:
The authors surveyed 403 undergraduate medical students during their clinical clerkships (response rate 65.5%). Using multiple regression analysis, structural equation modelling techniques, and analysis of variance, the authors explored relationships between co-regulatory network characteristics (network size, network diversity, and interaction frequency), students' perceptions of learning opportunities in the workplace setting, and self-reported self-regulated learning.RESULTS:
Across all clerkships, data showed positive relationships between tie strength and self-regulated learning (ßâ¯= 0.095, pâ¯< 0.05) and between network size and tie strength (ßâ¯= 0.530, pâ¯< 0.001), and a negative relationship between network diversity and tie strength (ßâ¯= -0.474, pâ¯< 0.001). Students' perceptions of learning opportunities showed positive relationships with both self-regulated learning (ßâ¯= 0.295, pâ¯< 0.001) and co-regulatory network size (ßâ¯= 0.134, pâ¯< 0.01). Characteristics of clerkship contexts influenced both co-regulatory network characteristics (size and tie strength) and relationships between network characteristics, self-regulated learning, and students' perceptions of learning opportunities.DISCUSSION:
The present study reinforces the importance of co-regulatory networks for medical students' self-regulated learning during clinical clerkships. Findings imply that supporting development of strong networks aimed at frequent co-regulatory interactions may enhance medical students' self-regulated learning in challenging clinical learning environments. Social network approaches offer promising ways of further understanding and conceptualising self- and co-regulated learning in clinical workplaces.Palavras-chave
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Base de dados:
MEDLINE
Assunto principal:
Estudantes de Medicina
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Estágio Clínico
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Educação de Graduação em Medicina
Idioma:
En
Ano de publicação:
2022
Tipo de documento:
Article