Med Teach
a Department of Educational and Counselling Psychology , McGill University, Montreal , Canada.
Published: August 2018
Medical school is designed to provide students with the necessary education and training needed to be effective and safe physicians. Debates about how best to instruct medical students along this trajectory are abundant. Students learn through a planned curriculum as well as a self-directed one motivated by their own level of interest and ability to access and integrate the exponential growth of medical information available through technology. The rate of change in clinical findings means that some of what is learned in today's classroom will likely be out of date by the time of graduation. To achieve and maintain expertise, students are faced with this challenge. This article explores ways to support medical students in acquiring the skills they need to become adaptive experts. In particular, instructional strategies for supporting the acquisition of fast, accurate, and superior reproducible performance are described with an emphasis on self-regulated learning where students learn to learn flexibly, seeking out opportunities to take knowledge to new levels.
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http://dx.doi.org/10.1080/0142159X.2018.1485886 | DOI Listing |
Front Psychol
January 2025
Institute of Educational Psychology, Technische Universität Braunschweig, Braunschweig, Germany.
In many languages, it is common to use masculine-only forms when all genders are meant or gender is irrelevant to the actual statement. This practice is criticized for making women and members of other genders, their achievements and interests, less visible. Gender-fair language is intended to represent all genders equally.
View Article and Find Full Text PDFFront Psychol
January 2025
Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China.
Freshmen often encounter significant challenges in adapting to the complexity of university-level mathematics and independent learning. These challenges necessitate the development of strong self-regulated learning (SRL) skills to successfully navigate the demands of higher education. Building on mindset theory, this study explores how mathematical mindset-oriented interventions can support freshmen's mathematics learning during their transition to higher education mathematics, particularly in an online setting.
View Article and Find Full Text PDFFront Psychol
January 2025
Department of Educational Science, University of Freiburg, Freiburg, Germany.
Although feedback is of high importance for the professional development of student teachers, the impact of (inadequate) feedback on their self-regulated learning is still unclear. In two studies with mathematics student teachers, we investigated how discrepancies between performance and feedback affected two important aspects of self-regulated learning-self-efficacy and self-assessment accuracy regarding mathematical content knowledge. In the first study, = 154 student teachers studying mathematics completed a knowledge test on the Pythagorean theorem and received performance feedback that was either correct or manipulated to be more positive or more negative than actual performance.
View Article and Find Full Text PDFMem Cognit
January 2025
Center for the Study of Applied Psychology, Key Laboratory of Mental Health and Cognitive Science of Guangdong Province, School of Psychology, South China Normal University, 55 Zhongshan Avenue West, Guangzhou, 510631, P. R. China.
Category learning is usually better supported by interleaved training (alternating between exemplars from different categories) than by blocked training (studying all exemplars within a category sequentially), yet when asked to choose between the two strategies most people endorse blocking as superior. We used a prototype category-learning task to examine the effects of between- and within-category similarity and knowledge of the number of stimuli to be studied on study sequencing choices during self-regulated learning. Across three experiments (including a complete replication), participants who viewed the number of stimuli in each category showed more interleaving in comparison with those who did not, indicating that participants adjusted their strategy based on the projected length of the study phase.
View Article and Find Full Text PDFNurse Educ
October 2024
Author Affiliation: Department of Nursing, Nebraska Wesleyan University, Lincoln, Nebraska (Dr Eilts).
Background: Promoting the success and retention of novice nursing students requires a better understanding of how self-regulated and strategic learning approaches impact academic performance.
Purpose: The purpose of this correlational study was to determine if there was a predictive relationship between the results of a self-regulated learning assessment and final grades in a foundational nursing course.
Methods: The Learning and Study Strategies Inventory (LASSI) was used to collect data from a convenience sample of 75 students enrolled in an entry-level nursing course across 4 prelicensure programs.
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