Abstract
BackgroundStudents require feedback on their self-regulated learning (SRL) processes to improve the performance of clinical examinations. The key SRL processes used by students can be identified by SRL-micro-analysis but, this method has not been previously applied to physiotherapy students. The aim of this pilot study was to test a research design that might allow the evaluation of the potential usefulness of SRL microanalysis for the identification of key SRL processes used by physiotherapy students during the performance of a clinical examination skill. The objectives of the pilot study were: 1) to evaluate whether SRL-microanalysis could identify differences in the use of SRL processes between successful and unsuccessful students; 2) to evaluate the reliability of SRL microanalysis ratings produced by different assessors.MethodsSRL-microanalysis was used with second year physiotherapy students of a Spanish university (n = 26) as they performed a goniometric task. The task required students to obtain a goniometric measurement of the shoulder joint of a peer. Two assessors evaluated student performance and conducted the SRL- microanalysis with all students. An analysis of inter-rater reliability was performed to evaluate the degree of agreement between assessors.ResultsThe SRL-microanalysis revealed differences in the use of key SRL processes between successful (n = 15: 57.0%) and unsuccessful performers (n = 11: 43.0%): The differences were particularly evident in strategic planning and self-monitoring skills. There was good inter-rater reliability for scoring of strategic planning (k = 0.792), self-monitoring (k = 0.946) and self-evaluation (k = 0.846).ConclusionThe use of SRL microanalysis characterized the key SRL processes of physiotherapy students performing a clinical skill with reliability between the assessors. This pilot study supports the potential usefulness of SRL-microanalysis for the identification of key SRL processes in physiotherapy education. Therefore, this study paves the way to the development of a full study, with a larger number of students and more diverse clinical tasks, to evaluate the SRL processes in successful and unsuccessful students.
Highlights
Students require feedback on their self-regulated learning (SRL) processes to improve the performance of clinical examinations
Our pilot had a focus on (a) whether our self–regulated learning (SRL)-microanalysis method, can identify differences in the use of planning, monitoring and self-evaluation, between successful and unsuccessful students performing a clinical task and (b) the reliability of the SRLmicroanalysis scoring made by different assessors of the students’ use of key SRL processes as they performed a clinical task. The aim of this pilot study was to test a research design that may clarify the potential usefulness of SRL microanalysis for the identification of key SRL processes used by physiotherapy students during the performance of a clinical examination skill
The objectives of the pilot study were: 1) to evaluate whether SRL-microanalysis could identify differences in the use of SRL processes between successful and unsuccessful students; 2) to evaluate the reliability of SRL microanalysis ratings produced by different assessors
Summary
Students require feedback on their self-regulated learning (SRL) processes to improve the performance of clinical examinations. The key SRL processes used by students can be identified by SRL-microanalysis but, this method has not been previously applied to physiotherapy students The aim of this pilot study was to test a research design that might allow the evaluation of the potential usefulness of SRL microanalysis for the identification of key SRL processes used by physiotherapy students during the performance of a clinical examination skill. One of the most widely applied models of SRL was proposed by Zimmerman and is grounded in social cognitive theory [2, 5] This model consists of 3 cyclical and iterative phases: forethought, performance, and self-reflection [6]. In the self-reflection phase, after the task is concluded, learners self-evaluate their use of SRL processes to achieve the task and reflect on whether these processes need to be modified for enhancing future performance (7)
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