Examining the role of self-regulation and emotion in clinical reasoning: Implications for developing expertise

Abstract

This paper explores the role that self-regulation and emotions play in establishing a clinical diagnosis in the context of solving a clinical case in BioWorld, a computer supported learning environment designed for medical students to practice clinical reasoning. Group differences between high and low performers were explored. The results revealed no group differences in overall measures of SRL but high performers spend more time than lows in a subcategory of the reflection phase (reflecting on prioritized evidence and results). A reciprocal role of emotions was demonstrated for clinical reasoning and predicted students’ diagnostic performance. High performers showed less negative activating emotions than low performers.

Disclosure statement

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

Additional information

Funding

This research was supported by a grant held by the author awarded from the Social Sciences and Humanities Research Council of Canada (SSHRC).

Notes on contributors

Susanne P. Lajoie

Susanne P. Lajoie, Professor, McGill University, Educational and Counselling Psychology Montreal, Quebec, Canada.

Juan Zheng

Juan Zheng, PhD student, McGill University, Educational and Counselling Psychology, Montreal, Quebec, Canada.

Shan Li

Shan Li, PhD student, McGill University, Educational and Counselling Psychology Montreal, Quebec, Canada.