The development of self-regulated learning in the pré-clinical stage of medical education: a comparison between a lecture-based and a problem-based curriculum.

Página do item simplificado
dc.creatorSusanna M.lucieer
dc.creatorJos n. Van Der Geest
dc.creatorSilvana Maria Elói Santos
dc.creatorRosa Malena Delbone de Faria
dc.creatorLaura Jonker
dc.creatorChris Visscher
dc.creatorRemy m. j. p. Rikers
dc.creatorAxel p. n. Themmen
dc.date.accessioned2023-06-15T20:11:22Z
dc.date.accessioned2025-09-09T00:34:08Z
dc.date.available2023-06-15T20:11:22Z
dc.date.issued2015-05-29
dc.format.mimetypepdf
dc.identifier.doiDOI: 10.1007/s10459-015-9613-1
dc.identifier.urihttps://hdl.handle.net/1843/54962
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofAdvances in Health Sciences Education
dc.rightsAcesso Aberto
dc.subjectEducação Continuada
dc.subjectEducação médica
dc.subjectAprendizagem Baseada em Problemas
dc.subject.otherSelf-regulated learning
dc.subject.otherMedical education
dc.subject.otherLifelong learning
dc.subject.otherProblem-based learning
dc.subject.otherSelf-regulated learning.
dc.subject.otherLectured-based instruction
dc.titleThe development of self-regulated learning in the pré-clinical stage of medical education: a comparison between a lecture-based and a problem-based curriculum.
dc.typeArtigo de periódico
local.citation.epage104
local.citation.issue1
local.citation.spage93
local.citation.volume21
local.description.resumoSociety expects physicians to always improve their competencies and to be up to date with developments in their field. Therefore, an important aim of medical schools is to educate future medical doctors to become self-regulated, lifelong learners. However, it is unclear if medical students become better self-regulated learners during the pre-clinical stage of medical school, and whether students develop self-regulated learning skills differently, dependent on the educational approach of their medical school. In a cross-sectional design, we investigated the development of 384 medical students' self-regulated learning skills with the use of the Self-Regulation of Learning Self-Report Scale. Next, we compared this development in students who enrolled in two distinct medical curricula: a problem-based curriculum and a lectured-based curriculum. Analysis showed that more skills decreased than increased during the pre-clinical stage of medical school, and that the difference between the curricula was mainly caused by a decrease in the skill evaluation in the lecture-based curriculum. These findings seem to suggest that, irrespective of the curriculum, self-regulated learning skills do not develop during medical school.
local.publisher.countryBrasil
local.publisher.departmentMED - DEPARTAMENTO DE PROPEDÊUTICA COMPLEMENTAR
local.publisher.initialsUFMG
local.url.externahttps://link.springer.com/article/10.1007/s10459-015-9613-1

Arquivos

Pacote original

Agora exibindo 1 - 1 de 1
Imagem de Miniatura
Nome:
The development of self-regulated learning during the pre clinical stage of medical school a comparison between a lecture based a problem based curriculum pdfa.pdf
Tamanho:
262.66 KB
Formato:
Adobe Portable Document Format
Baixar

Licença do pacote

Agora exibindo 1 - 1 de 1
Imagem de Miniatura
Nome:
License.txt
Tamanho:
1.99 KB
Formato:
Plain Text
Descrição:
Baixar

Coleções

Artigo de Periódico

Logo UFMG