Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning.
Processes involved in the regulation of learning have been researched for decades, because of its impact on academic and workplace performance. In fact, self‐regulated learning is the focus of countless studies in health professions education and higher education in general. While we will always nee...
| Publicado en: | Medical Education Vol. 56; no. 1; pp. 29 - 37 |
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| Autores principales: | , , , , |
| Formato: | Journal Article |
| Publicado: |
Wiley-Blackwell
Jan2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154103884&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154103884 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Jan2022 vid: 56 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 154103884 150740154 10.1111/medu.14566 154103884 ppf: 29 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning. aug: au: Bransen, Derk Govaerts, Marjan J. B. Panadero, Ernesto Sluijsmans, Dominique M. A. Driessen, Erik W. affil: School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands sug: subj: Students, Health Occupations Psychosocial Factors Self Regulation Learning Methods Collaboration Professional Development Clinical Competence Interprofessional Relations Intraprofessional Relations Academic Performance Quality of Health Care ab: Processes involved in the regulation of learning have been researched for decades, because of its impact on academic and workplace performance. In fact, self‐regulated learning is the focus of countless studies in health professions education and higher education in general. While we will always need competent individuals who are able to regulate their own learning, developments in healthcare require a shift from a focus on the individual to the collective: collaboration within and between healthcare teams is at the heart of high‐quality patient care. Concepts of collaborative learning and collective competence challenge commonly held conceptualisations of regulatory learning and call for a focus on the social embeddedness of regulatory learning and processes regulating the learning of the collective. Therefore, this article questions the alignment of current conceptualisations of regulation of learning with demands for collaboration in current healthcare. We explore different conceptualisations of regulation of learning (self‐, co‐, and socially shared regulation of learning), and elaborate on how the integration of these conceptualisations adds to our understanding of regulatory learning in healthcare settings. Building on these insights, we furthermore suggest ways forward for research and educational practice. Bransen et al. explore the concept of 'self' to argue that the health professions need to shift from striving to optimize self‐regulation to understanding how to effectively regulate across self‐, co‐, and shared‐regulation. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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