Advances in Health Sciences Education

, Volume 16, Issue 1, pp 97–107

Assessing medical students’ self-regulation as aptitude in computer-based learning

  • Hyuksoon S. Song
  • Adina L. Kalet
  • Jan L. Plass
Article

Abstract

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.

Keywords

Computer-based learning environments Concurrent validity Instrument development Inter-rater reliability Learning achievement Medical students Self-regulated learning 

References

  1. Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344–370.CrossRefGoogle Scholar
  2. Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287.CrossRefGoogle Scholar
  3. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186.CrossRefGoogle Scholar
  4. Cho, M., & Jonassen, D. (2009). Development of the human interaction dimension of the self-regulated learning questionnaire in asynchronous online learning environments. Educational Psychology, 29(1), 117–138.CrossRefGoogle Scholar
  5. Cook, D. A., Beckman, T. J., Thomas, K., & Thompson, W. (2008). Adapting web-based instruction to residents’ knowledge improves learning efficiency: A controlled trial. Journal of General Internal Medicine, 23(7), 958–990.CrossRefGoogle Scholar
  6. Greene, B., & Land, S. (2000). A qualitative analysis of scaffolding use in a resource-based learning environment involving the World Wide Web. Journal of Educational Computing Research, 23, 151–179.CrossRefGoogle Scholar
  7. Greenhalgh, T. (2001). Computer assisted learning in undergraduate medical education. British Medical Journal, 322(7277), 40–44.CrossRefGoogle Scholar
  8. Hadwin, A., & Winne, P. (2001). CoNoteS2: A software tool for promoting self-regulation. Educational Research and Evaluation, 7, 313–334.CrossRefGoogle Scholar
  9. Harden, R. M., & Hart, I. R. (2002). An international virtual medical school (IVIMEDS): The future for medical education? Medical Teacher, 24, 261–267.CrossRefGoogle Scholar
  10. Hill, J. R., & Hannafin, M. J. (1997). Cognitive strategies and learning from the world wide web. Educational Technology Research and Development, 45(4), 37–64.CrossRefGoogle Scholar
  11. Kalet, A., Coady, S., Hopkins, M., Hochberg, M., & Riles, T. (2007). Preliminary evaluation of the Web Initiative for Surgical Education (WISE-MD). The American Journal of Surgery, 194(1), 89–93.CrossRefGoogle Scholar
  12. Kanfer, R., Ackerman, P. L., & Heggestad, E. D. (1996). Motivational skills and self-regulation for learning: A trait perspective. Learning and Individual Differences, 8(3), 185–209.CrossRefGoogle Scholar
  13. Moos, D. C., & Azevedo, R. (2008). Exploring the fluctuation of motivation and use of self-regulatory process during learning with hypermedia. Instructional Science, 36, 203–231.CrossRefGoogle Scholar
  14. Paas, F., & Kester, L. (2006). Learner and information characteristics in the design of powerful learning environments. Applied Cognitive Psychology, 20, 281–285.CrossRefGoogle Scholar
  15. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.CrossRefGoogle Scholar
  16. Quirk, M. (2006). Intuition and metacognition in medical education: Keys to developing expertise. New York: Springer.Google Scholar
  17. Regehr, G. (2004). Trends in medical education research. Academic Medicine, 79(10), 939–947.CrossRefGoogle Scholar
  18. Snow, R. E. (1996). Self-regulation as meta-conation? Learning and Individual Differences, 8, 261–267.CrossRefGoogle Scholar
  19. Swanson, D. B., Case, S. M., Koenig, J. A., & Killian, C. D. (1996). A preliminary study of the validity of the old and new Medical College Admission Tests for predicting performance on USMLE step 1. Academic Medicine, 71(Suppl.), S25–S27.Google Scholar
  20. United States Medical Licensing Examination. (2008). 2008 USMLE bulletin. Retrieved July 23, 2008 from the World Wide Web: http://www.usmle.org/General_Information/bulletin/2008/overview.html.
  21. Ward, J., Gordon, J., Field, M., & Lehmann, H. (2001). Communication and information technology in medical education. The Lancet, 357, 792–796.CrossRefGoogle Scholar
  22. Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational Technology. Research and Development, 52(4), 5–22.Google Scholar
  23. Wiley, A., & Koenig, J. A. (1996). The validity of the MCAT for predicting performance in the first two years of medical school. Academic Medicine, 71(Suppl.), S83–S85.Google Scholar
  24. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). Orlando, FL: Academic Press.CrossRefGoogle Scholar
  25. Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11, 307–313.CrossRefGoogle Scholar
  26. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.CrossRefGoogle Scholar
  27. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2/3), 73–86.CrossRefGoogle Scholar
  28. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.CrossRefGoogle Scholar
  29. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.CrossRefGoogle Scholar
  30. Zimmerman, B. J., Greenberg, D., & Weinstein, C. E. (1994). Self-regulating academic study time: A strategy approach. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 181–199). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  31. Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628.Google Scholar
  32. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59.CrossRefGoogle Scholar
  33. Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  • Hyuksoon S. Song
    • 1
  • Adina L. Kalet
    • 2
  • Jan L. Plass
    • 1
  1. 1.Program in Educational Communication and TechnologyNew York UniversityNew YorkUSA
  2. 2.Department of Medicine (General Internal Medicine)New York UniversityNew YorkUSA

Personalised recommendations