Twelve tips on how to provide self-regulated learning (SRL) enhanced feedback on clinical performance

Abstract

The provision of self-regulated learning (SRL) enhanced feedback on performing clinical skills and making a clinical diagnosis recognizes the importance of feedback on the use of key SRL processes. In contrast to the broader concept of self-directed learning, SRL has a specific focus on the individual learner’s approach to achieve a task, including their planning, self-monitoring, and future adaptations. The key SRL processes can be identified using structured microanalysis during the clinical task and feedback to the learner using the tips outlined in this article. It is essential that SRL enhanced feedback is integrated with best practice on providing feedback to ensure that its potential is achieved.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Heather Leggett

Heather Leggett, Msc, PhD, is a research fellow at the University of Leeds. Her interests are in the use of self-regulated learning to identify and improve performance.

John Sandars

John Sandars, MSc, MD, MRCP, MRCGP, FAcadMEd, is a Professor of Medical Education in the Postgraduate Medical Institute at Edge Hill University and has a research and development interest in enhancing professional performance, especially with the use of self-regulated learning.

Trudie Roberts

Trudie Roberts, BSc (Hons) MBChB, PhD, FRCP, FHEA, is a Professor of Medical Education and Director at Leeds Institute of Medical Education, University of Leeds, UK.