Abstract
BackgroundThe flipped-classroom model is increasingly being adopted in competency-based medical education. However, it poses a major challenge to students who have not mastered self-regulated learning strategies. This study explores which self-regulated learning skills affect student learning performance in the first 2 years of medical school at a university in the midwestern United States.MethodsSurvey data were used to assess how 146 first- and second-year medical students’ use of self-regulated learning strategies affected their performance on standardized tests.ResultsBased on the results of regression analysis and content analysis, it was found that the use of peer learning and help-seeking positively affected the performance of first- and second-year students, respectively; whereas the use of rehearsal had a negative effect on student learning outcomes.ConclusionsThe study findings imply that during the transition period from traditional lecture-intensive learning to flipped-classroom learning, promoting peer learning and help-seeking could significantly improve students’ academic achievement.
Highlights
The flipped-classroom model is increasingly being adopted in competency-based medical education
The least frequently used Self-regulated learning (SRL) strategy was rehearsal (e.g., “When I study for this class, I practice saying the material to myself over and over”; M = 3.64, SD = 1.12), and the second least frequently used was peer learning (e.g., “When studying for this course, I often try to explain the material to a classmate or a friend”; M = 3.75, SD = 1.47)
By examining medical students’ self-reported SRL strategy use and its relationship to their academic achievement, our study revealed that while using cognitive strategy rehearsal was negatively associated with student learning outcomes, use of resource management strategies – peer learning and help-seeking – were positively associated with student learning outcomes, for first- and second-year students, respectively
Summary
The flipped-classroom model is increasingly being adopted in competency-based medical education. Methods: Survey data were used to assess how 146 first- and second-year medical students’ use of self-regulated learning strategies affected their performance on standardized tests. According to Social-Cognitive Theory, SRL is a cyclical and dynamic process characterized by three phases: forethought – task analysis and goal setting before learning; performance control – use of cognitive strategies such as rehearsal, elaboration, and organization as well as metacognitive monitoring; and self-reflection – students judge and develop reasons for their performance [10]. Reflection-in-learning was found to be predictive of medical students’ diagnostic skills [15], and students who were more successful at the venipuncture task tended to have better goal setting, self-monitoring, and reflecting strategies than struggling students [16]
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