Evidence map›Paper›PMID 35086439›Full record

ArticleMedical education online2022

Medical students' self-regulation of learning in a blended learning environment: a systematic scoping review.

Rouba Ballouk, Victoria Mansour, Bronwen Dalziel, Jenny McDonald, Iman Hegazi

Open access · goldAbstract readScoping Review
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical education online, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 30 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
30citing papers in PubMed, 1 pooled it
14.6field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

30 citing papers in PubMed, 1 synthesis or guideline pooled it, 80 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors at 1 institution in 1 country.

Rouba BalloukSchool of Medicine, University of Western Sydney, Sydney, Australia.ORCID 0000-0002-6198-3050
Victoria MansourSchool of Medicine, University of Western Sydney, Sydney, Australia.
Bronwen DalzielSchool of Medicine, University of Western Sydney, Sydney, Australia.
Jenny McDonaldSchool of Medicine, University of Western Sydney, Sydney, Australia.
Iman HegaziSchool of Medicine, University of Western Sydney, Sydney, Australia.ORCID 0000-0002-5428-6564
Western Sydney University · AU

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundMedical curricula are constantly evolving in response to the needs of society, accrediting bodies and developments in education and technology. The integration of blended learning modalities has challenged traditional methods of teaching, offering new prospects in the delivery of medical education. The purpose of this review is to explore how medical students adapt their learning behaviours in a Blended Learning environment to become more independent and self-regulated, in addition to highlighting potential avenues to enhance the curriculum and support student learning.

methodsUsing the approach described by Levac

resultsForty-four studies were identified and selected for inclusion in this review. After full analysis of these studies, underpinned by Self-regulation theory, five major concepts associated with students' learning behaviours in a Blended Learning environment were identified: Scaffolding of instructional guidance may support self-regulated learning; Self-regulated learning enhances academic performance; Self-regulated Learning improves study habits through resource selection; Blended learning drives student motivation and autonomy; and the Cognitive apprenticeship approach supports Self-regulated learning.

conclusionThis review uncovers medical students' learning behaviours within a Blended learning environment which is important to consider for curricular adaptations and student support.

Indexed as

Education, MedicalSelf-ControlStudents, MedicalCurriculumHumansLearningblended learningMedical studentscoping reviewself-regulated learning

Identifiers

PMID35086439
PMCPMC8803058
OpenAlexW4210700282

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.