Assessing medical students’ self-regulation as aptitude in computer-based learning
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We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman’s Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC’s reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students’ usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students’ self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.
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About this Article
- Assessing medical students’ self-regulation as aptitude in computer-based learning
Advances in Health Sciences Education
Volume 16, Issue 1 , pp 97-107
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
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- Computer-based learning environments
- Concurrent validity
- Instrument development
- Inter-rater reliability
- Learning achievement
- Medical students
- Self-regulated learning
- Industry Sectors
- Author Affiliations
- 1. Program in Educational Communication and Technology, New York University, 239 Greene Street Suite 300, New York, NY, 10003, USA
- 2. Department of Medicine (General Internal Medicine), New York University, 550 First Avenue, BCD, D401, New York, NY, 10016, USA