ArticleMedical education2020
Beyond the self: The role of co-regulation in medical students' self-regulated learning.
Article in Medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 39 papers, 1 of them a synthesis that pooled it.
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Who cites it
39 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Self-directed learning in health professions: A mixed-methods systematic review of the literature.PloS one · 2025Pooled it
- Relinquishing control? Supervisor co-regulation may disrupt students' self-regulated learning during simulation-based training.Advances in health sciences education : theory and practice · 2024Trial
- Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan.BMC medical education · 2021Trial
- Lived experiences of medical interns on the impact of medical curriculum on clinical skills: a phenomenological study.Medical education online · 2026Article
- Influence of psychological capital on the research ability of master's degree students in medical academic degrees: the mediating role of research investment and the moderating role of mentorship guidance.BMC medical education · 2025Article
- It takes a village: an ethnographic study on how undergraduate medical students use each other to learn clinical reasoning in the workplace.Advances in health sciences education : theory and practice · 2025Article
- Medical student coaching in the U.S.: a national survey of clinical skills educators.BMC medical education · 2025Article
- Variation in Students' Experiences and Approaches to Learning During Early Clinical Immersion.The clinical teacher · 2025Article
- The power of peers: Design-based research on stimulating peer-assisted learning for enhancing the clinical-reasoning learning process in the workplace.Medical education · 2025Article
- Exploring Teacher Behaviors that Support Student Self-regulated Learning in the Clinical Environment.Medical science educator · 2025Article
- (Mis)Alignment in resident and advisor co-regulated learning in competency-based training.Medical education · 2025Article
- Clinical Clerkship With or Without Scheduled Patient Consultations: Does It Make a Difference to Medical Students' Experiences of Learning?Medical science educator · 2025Article
- Clinical Decision Rules: A Starting Place in Medical Education, Not a Destination.Journal of graduate medical education · 2024Article
- Development and validation of the Workplace Learning Inventory in Health Sciences Education: a multimethod study.Advances in health sciences education : theory and practice · 2024Article
- Self-regulated learning of anatomy during the COVID-19 lockdown period in a low-income setting.BMC medical education · 2024Article
- Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review.BMC medical education · 2024Article
- "The feedback dilemma"-provider and learner perspectives regarding the barriers and facilitators for giving and receiving feedback in medical education: A parallel mixed methods approach.Journal of education and health promotion · 2024Article
- Bridging School and Practice? Barriers to the Integration of 'Boundary Objects' for Learning and Assessment in Clinical Nursing Education.Perspectives on medical education · 2024Article
- From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education.Medical education online · 2023Article
- Understanding the interplay of self-regulated learning strategies in medical education: A cross-sectional structural equation modeling study.Health science reports · 2023Article
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4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
contextMedical students are expected to self-regulate their learning within complex and unpredictable clinical learning environments. Research increasingly focuses on the effects of social interactions on the development of self-regulation in workplace settings, a notion embodied within the concept of co-regulated learning (CRL). Creating workplace learning environments that effectively foster lifelong self-regulated learning (SRL) requires a deeper understanding of the relationship between CRL and SRL. The aim of this study was therefore to explore medical students' perceptions of CRL in clinical clerkships and its perceived impact on the development of their SRL.
methodsWe conducted semi-structured interviews with 11 purposively sampled medical students enrolled in clinical clerkships at one undergraduate competency-based medical school. Data collection and analysis were conducted iteratively, informed by principles of constructivist grounded theory. Data analysis followed stages of open, axial and selective coding, which enabled us to conceptualise how co-regulation influences the development of students' self-regulation.
resultsData revealed three interrelated shifts in CRL and SRL as students progressed through clerkships. First, students' CRL shifted from a focus on peers to co-regulation with clinician role models. Second, self-regulated behaviour shifted from being externally driven to being internally driven. Last, self-regulation shifted from a task-oriented approach towards a more comprehensive approach focusing on professional competence and identity formation. Students indicated that if they felt able to confidently and proactively self-regulate their learning, the threshold for engaging others in meaningful CRL seemed to be lowered, enhancing further development of SRL skills.
conclusionsFindings from the current study emphasise the notion that SRL and its development are grounded in CRL in clinical settings. To optimally support the development of students' SRL, we need to focus on facilitating and organising learners' engagement in CRL from the start of the medical curriculum.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.