Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance

John Sandars

doi:10.15448/1980-6108.2020.1.36232

Abstract

There is increasing interest in the importance of Self-Regulated Learning for the improvement of academic and clinical performance. Self-Regulated Learning is a dynamic and cyclical metacognitive process that coordinates an individual’s skill (techniques) and will (motivation) to achieve a clearly defined task. There are differences in key Self-Regulated Learning processes between high and low performers, especially goal setting and self-monitoring. Formative feedback on the use of key Self-Regulated Learning processes, which can be identified using microanalysis before, during and after an individual performs a specific task, can lead to improved performance. There is increasing awareness of the importance of both the social and educational environment on the use of Self-Regulated Learning, including the essential influence of the teacher.

Highlights

Over the last twenty years there has been increasing interest in the use of Self Regulated Learning (SRL) over the broad spectrum of education, from young children to life-long learning. This trend has occurred in medical education, with increasing interest in SRL and its major influence on both academic and clinical performance
This article will provide a practical introduction for all medical educators who are interested in applying SRL to understand and improve academic and clinical performance
Metacognition is central to SRL, with the constant and cyclical self-monitoring and self-regulation of performance to ensure that the skill and will being employed by the individual are optimal for achieving the task

Summary

HEALTH SCIENCES EDUCATION

Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance. 2020, Abstract: There is increasing interest in the importance of Self-Regulated Learning for the improvement of academic and clinical performance. Formative feedback on the use of key Self-Regulated Learning processes, which can be identified using microanalysis before, during and after an individual performs a specific task, can lead to improved performance. Resumo: O interesse sobre a importância da aprendizagem autorregulada para o desempenho acadêmico e clínico vem aumentando. A aprendizagem autorregulada é um processo cognitivo dinâmico e cíclico que integra a habilidade e motivação do aluno para realizar uma tarefa definida. Feedback formativo nos processos chaves da aprendizagem autorregulada pode ser identificada utilizando a microanálise, antes, durante e depois da realização uma tarefa especifica pode melhorar o desempenho. Artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional

INTRODUCTION

Conclusion