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Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum.

Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the developme...

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Published in:Medical Teacher Vol. 38; no. 9; pp. 930 - 936
Main Authors: Thomas, Lisa, Bennett, Sue, Lockyer, Lori
Format: case study glossary research tables/charts Journal Article
Published: Taylor & Francis Ltd Sep2016
Online Access:View this record in EBSCOhost
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      jtl: Medical Teacher
      issn: 0142159X
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    pubinfo:
      dt: Sep2016
      vid: 38
      iid: 9
      pid: 377
      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        118174523
        118174523
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        10.3109/0142159X.2015.1132408
        118174523
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      formats:
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        atl: Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum.
      aug:
        au:
          Thomas, Lisa
          Bennett, Sue
          Lockyer, Lori
        affil: University of Wollongong, Australia
      sug:
        subj:
          Problem-Based Learning
          Self-Efficacy
          Outcomes of Education
          Skill Acquisition
          Goal-Setting
          Concept Mapping
          Human
          Pretest-Posttest Design
          Female
          Male
          Questionnaires
          Multimethod Studies
          Teaching Methods
          Self Report
          Adult
          Student Attitudes
          Students, Medical
          Schools, Medical Australia
          Australia
          Funding Source
          Adult: 19-44 years
          Female
          Male
      ab: Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can be integrated into PBL.
      pubtype: Academic Journal
      doctype:
        case study
        glossary
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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