Qualitative analysis of the development of self-regulated learning skills in Year 1 medical students

Abstract

Background: Self-regulated learning (SRL) is an individual’s ability to be motivationally, metacognitively and behaviourally active in their own learning. SRL skills are beneficial for medical students as doctors are required to possess lifelong learning behaviours. Self-regulation is also important during the transition to university, in which students transition from a pedagogical to an andragogical educational setting. Methods: Seven Cardiff University (CU) medical students volunteered to partake in two cycles of semi-structured interviews. The interview transcripts were analysed using Constructivist Grounded Theory to produce themes that were grounded in the data. Results: Medical students already possessed some level of self-regulation and were required to use self-regulation in the two transition points in Year 1. Students felt uncertain in the parameters of their learning as they were unaccustomed to the self-directed learning required at university. Students were also uncertain about the method of learning that they should adopt at university. As a result, students compared themselves to peers, which created a competitive atmosphere at university. Conclusions: While medical students were successful in their undergraduate studies, students were under supported by CU's curriculum. Medical schools should, therefore, support students’ development of self-regulation as they transition into university.