The development of self-regulated learning in the pré-clinical stage of medical education: a comparison between a lecture-based and a problem-based curriculum.

• Autor(a) principal: Susanna M.lucieer
• Data de Publicação: 2015
• Outros Autores: Jos n. Van Der Geest, Silvana Maria Elói Santos, Rosa Malena Delbone de Faria, Laura Jonker, Chris Visscher, Remy m. j. p. Rikers, Axel p. n. Themmen
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/54962
• topic: Self-regulated learning; Medical education; Lifelong learning; Problem-based learning; Self-regulated learning.; Lectured-based instruction; Educação Continuada; Educação médica; Aprendizagem Baseada em Problemas

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.