Citations (165)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (24)
Rozemarijn van der Gulden, Mario Veen & Bart P.A. Thoonen. (2023) A Philosophical Discussion of the Support of Self-Regulated Learning in Medical Education: The Treasure Hunt Approach Versus the (Dutch) “Dropping” Approach. Teaching and Learning in Medicine 35:5, pages 623-629.
Read now
Read now
Dario Cecilio-Fernandes, Raquel Medina-Ramírez, John Sandars & Manuel João Costa. (2023) Self-regulated learning processes across different physiotherapy clinical procedural skills and time intervals: A SRL microanalysis study. Medical Teacher 45:10, pages 1170-1176.
Read now
Read now
Youn Seon Lim, Virginia T. Lyons & Joanne M. Willey. (2022) Supporting Self-Directed Learning: Development of a Faculty Evaluation Scale. Teaching and Learning in Medicine 34:5, pages 494-503.
Read now
Read now
Deborah L. Conway, Deborah A. Chang & Jeffrey L. Jackson. (2022) I don’t think that means what you think it means: Why precision in lifelong learning terminology matters to medical education. Medical Teacher 44:7, pages 702-706.
Read now
Read now
Shelley Ross, Cassandra Pirraglia, Alexandra M. Aquilina & Rosslynn Zulla. (2022) Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review. Medical Teacher 44:5, pages 527-534.
Read now
Read now
Marjolein Versteeg, Guusje Bressers, Marjo Wijnen-Meijer, Belinda W. C. Ommering, Arnout Jan de Beaufort & Paul Steendijk. (2021) What Were You Thinking? Medical Students’ Metacognition and Perceptions of Self-Regulated Learning. Teaching and Learning in Medicine 33:5, pages 473-482.
Read now
Read now
Lisanne S. Welink, Esther de Groot, Marie-Louise E. L. Bartelink, Kaatje Van Roy, Roger A. M. J. Damoiseaux & Peter Pype. (2021) Learning Conversations with Trainees: An Undervalued but Useful EBM Learning Opportunity for Clinical Supervisors. Teaching and Learning in Medicine 33:4, pages 382-389.
Read now
Read now
Jena Hall, Anna Oswald, Karen E. Hauer, Andrew K. Hall, Robert Englander & Warren J. Cheung. (2021) Twelve tips for learners to succeed in a CBME program. Medical Teacher 43:7, pages 745-750.
Read now
Read now
Kimberly D. Lomis, George C. Mejicano, Kelly J. Caverzagie, Seetha U. Monrad, Martin Pusic & Karen E. Hauer. (2021) The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education. Medical Teacher 43:sup2, pages S7-S16.
Read now
Read now
Sarah Yonder & Jyotsna Pandey. (2021) ‘Remediation of pre-clerkship clinical skill performance using a hybrid coaching model’. Medical Education Online 26:1.
Read now
Read now
Sharla King, Karin Werther, Andrea Ruelling & Esther Kim. (2020) Taking the classroom to camp: The facilitators’ role in creating an impactful interprofessional experiential learning opportunity. Journal of Interprofessional Care 34:6, pages 791-798.
Read now
Read now
Heather Leggett, John Sandars & Trudie Roberts. (2019) Twelve tips on how to provide self-regulated learning (SRL) enhanced feedback on clinical performance. Medical Teacher 41:2, pages 147-151.
Read now
Read now
Louise Ainscough, Ellen Stewart, Kay Colthorpe & Kirsten Zimbardi. (2018) Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students. Studies in Higher Education 43:12, pages 2194-2209.
Read now
Read now
Christy Boscardin, Kirkpatrick B. Fergus, Bonnie Hellevig & Karen E. Hauer. (2018) Twelve tips to promote successful development of a learner performance dashboard within a medical education program. Medical Teacher 40:8, pages 855-861.
Read now
Read now
Yasushi Matsuyama, Motoyuki Nakaya, Hitoaki Okazaki, Jimmie Leppink & Cees van der Vleuten. (2018) Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan. Medical Teacher 40:3, pages 285-295.
Read now
Read now
J. J. Berkhout, I. A. Slootweg, E. Helmich, P. W. Teunissen, C. P. M. van der Vleuten & A. D. C. Jaarsma. (2017) How characteristic routines of clinical departments influence students’ self-regulated learning: A grounded theory study. Medical Teacher 39:11, pages 1174-1181.
Read now
Read now
Lisa Thomas, Sue Bennett & Lori Lockyer. (2016) Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum. Medical Teacher 38:9, pages 930-935.
Read now
Read now
Sarah Williams. (2016) Teaching nursing skills in the clinical environment. Veterinary Nursing Journal 31:4, pages 118-121.
Read now
Read now
John Q. Young, Olle ten Cate, Patricia S. O'Sullivan & David M. Irby. (2016) Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory. Teaching and Learning in Medicine 28:1, pages 88-96.
Read now
Read now
Gerald E. Crites, Julie K. Gaines, Scott Cottrell, Summers Kalishman, Maryellen Gusic, Brian Mavis & Steven J. Durning. (2014) Medical education scholarship: An introductory guide: AMEE Guide No. 89. Medical Teacher 36:8, pages 657-674.
Read now
Read now
Emily Bate, Juliette Hommes, Robbert Duvivier & David C. M. Taylor. (2014) Problem-based learning (PBL): Getting the most out of your students – Their roles and responsibilities: AMEE Guide No. 84. Medical Teacher 36:1, pages 1-12.
Read now
Read now
Samy A. Azer, Anthony P. S. Guerrero & Allyn Walsh. (2013) Enhancing learning approaches: Practical tips for students and teachers. Medical Teacher 35:6, pages 433-443.
Read now
Read now
D. Murdoch-Eaton, D. Manning, E. Kwizera, V. Burch, G. Pell & S. Whittle. (2012) Profiling undergraduates’ generic learning skills on entry to medical school; an international study. Medical Teacher 34:12, pages 1033-1046.
Read now
Read now
Heather Leggett, John Sandars & Philip Burns. (2012) Helping students to improve their academic performance: A pilot study of a workbook with self-monitoring exercises. Medical Teacher 34:9, pages 751-753.
Read now
Read now
Articles from other publishers (141)
Minjung Kim, Saebyeol Kim, Jinwoo Kim, Tae-Jin Song & Yuyoung Kim. (2024) Do stakeholder needs differ? - Designing stakeholder-tailored Explainable Artificial Intelligence (XAI) interfaces. International Journal of Human-Computer Studies 181, pages 103160.
Crossref
Crossref
Anja Mayer, Olena Yaremko, Tetiana Shchudrova, Olena Korotun, Karolin Dospil & Inga Hege. (2023) Medical education in times of war: a mixed-methods needs analysis at Ukrainian medical schools. BMC Medical Education 23:1.
Crossref
Crossref
Sven P. C. Schaepkens, Anne de la Croix & Mario Veen. (2023) ‘Oh yes, that is also reflection’—Using discursive psychology to describe how GP registrars construct reflection. Medical Education.
Crossref
Crossref
Csaba Hamvai, Hedvig Kiss, Henrietta Vörös, Kevin M. Fitzpatrick, András Vargha & Bettina F. Pikó. (2023) Association between impulsivity and cognitive capacity decrease is mediated by smartphone addiction, academic procrastination, bedtime procrastination, sleep insufficiency and daytime fatigue among medical students: a path analysis. BMC Medical Education 23:1.
Crossref
Crossref
Jessica Greenfield, Kelli Qua, Richard A. Prayson & S. Beth Bierer. (2023) “It Changed How I Think”—Impact of Programmatic Assessment Upon Practicing Physicians: A Qualitative Study. Medical Science Educator 33:4, pages 963-974.
Crossref
Crossref
Zahra Zarei Hajiabadi, John Sandars, John Norcini & Roghayeh Gandomkar. (2023) The potential of structured learning diaries for combining the development and assessment of self-regulated learning. Advances in Health Sciences Education.
Crossref
Crossref
Xue Wang, Yu Liu, Zhe Zhao, Wenting Liu, Yuqi Chen, Yu Chen & Shuang Zang. (2023) Association of adolescent self-esteem in 2014 and cognitive performance in 2014, 2016, and 2018: a longitudinal study. Frontiers in Psychology 14.
Crossref
Crossref
F. Lang, A. S. Gerhäuser, C. Wild, E. Wennberg, M. W. Schmidt, M. Wagner, B. P. Müller-Stich & F. Nickel. (2023) Video-based learning of coping strategies for common errors improves laparoscopy training—a randomized study. Surgical Endoscopy 37:5, pages 4054-4064.
Crossref
Crossref
Mohammed Saqr & Sonsoles López-Pernas. (2023) The temporal dynamics of online problem-based learning: Why and when sequence matters. International Journal of Computer-Supported Collaborative Learning 18:1, pages 11-37.
Crossref
Crossref
Nicolene Lottering, Iris Lim & Suzanne Gough. 2023. Supporting Self-Regulated Learning and Student Success in Online Courses. Supporting Self-Regulated Learning and Student Success in Online Courses
180
208
.
Adin Nelson & Kinga L. Eliasz. (2022) Desirable Difficulty: Theory and application of intentionally challenging learning. Medical Education 57:2, pages 123-130.
Crossref
Crossref
Lais Meirelles Nicoliello Vieira, Ana Carla Araújo Paiva, Henrique Trindade Dutra, João Pedro de Barros Moretzsohn, Tulio Aquino de Barros & Webert Oliveira Silva. (2023) Self-regulated learning e ensino médico: revisão de literatura. Revista Brasileira de Educação Médica 47:1.
Crossref
Crossref
Archana Sridhar, Sara Rumrill, Calvin L. Chou & Abigail Phillips. 2023. Remediation in Medical Education. Remediation in Medical Education
61
76
.
Lynnea Mills. 2023. Remediation in Medical Education. Remediation in Medical Education
53
59
.
Ummi Qudsiyah & Ayu Pernama. (2022) Efikasi Konseling Kelompok Cognitive Behavior Therapy dengan Teknik Self-Instruction untuk Meningkatkan Kepercayaan Diri. Bulletin of Counseling and Psychotherapy 4:3, pages 709-716.
Crossref
Crossref
Olga Francisca Salazar Blanco. (2022) Las prácticas clínicas y la motivación de los estudiantes de medicina. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-16.
Crossref
Crossref
Steven Rougas, Andrea Berry, S. Beth Bierer, Rebecca D. Blanchard, Anna T. Cianciolo, Jorie M. Colbert-Getz, Heeyoung Han, Kaitlin Lipner & Cayla R. Teal. (2022) Applying Conceptual and Theoretical Frameworks to Health Professions Education Research: An Introductory Workshop. MedEdPORTAL.
Crossref
Crossref
Jia-Yu Zhang, Yi-Juan Liu, Tao Shu, Ming Xiang & Zhan-Chun Feng. (2022) Factors associated with medical students’ self-regulated learning and its relationship with clinical performance: a cross-sectional study. BMC Medical Education 22:1.
Crossref
Crossref
Wei How Darryl Ang, Han Shi Jocelyn Chew, Jie Dong, Huso Yi, Rathi Mahendren & Ying Lau. (2022) Digital training for building resilience: Systematic review, meta‐analysis, and meta‐regression. Stress and Health 38:5, pages 848-869.
Crossref
Crossref
Jeremy Branzetti, Carolyn Commissaris, Charlotte Croteau, Michael R. Ehmann, Michael A. Gisondi, Laura R. Hopson, Krystal Ya-Fong Lai & Linda Regan. (2022) The Best Laid Plans? A Qualitative Investigation of How Resident Physicians Plan Their Learning. Academic Medicine 97:11, pages 1691-1698.
Crossref
Crossref
Natasha Yates. (2022) Not Just About Knowledge: Add More Measurements for a More Comprehensive Picture of Medical Student Learning. Academic Medicine 97:10, pages 1430-1430.
Crossref
Crossref
Mingyan Zhang, Xu Du, Jui-Long Hung, Hao Li, Mengfan Liu & Hengtao Tang. (2022) Analyzing and Interpreting Students’ Self-regulated Learning Patterns Combining Time-series Feature Extraction, Segmentation, and Clustering. Journal of Educational Computing Research 60:5, pages 1130-1165.
Crossref
Crossref
James Collett, Emma Webster, Amy Gray & Clare Delany. (2022) Equipping medical students for ward round learning. The Clinical Teacher 19:4, pages 316-322.
Crossref
Crossref
Shaoxiong Fu, Jie Fang, Zhao Cai, Eric Tze Kuan Lim, Chee-Wee Tan & Haiping Yang. (2022) Advancing health-related abilities and behaviors via health apps: a large-scale survey from self-regulation perspective. Internet Research 32:4, pages 1097-1130.
Crossref
Crossref
Gabriela Torres-Delgado & Ricardo Veloz Cárdenas. (2022) The impact of clinical simulation with debriefing and self-regulation on academic performance in four clinical competencies of medical students. International Journal on Interactive Design and Manufacturing (IJIDeM) 16:2, pages 613-625.
Crossref
Crossref
Yusuf Levent ŞAHİN, Fırat SARSAR, Fatma SAPMAZ & Nazire Burçin HAMUTOĞLU. (2022) The Examination of Self-Regulation Abilities in High School Students within the Framework of an Integrated Model of Personality Traits, Cyberloafing and NomophobiaLise Öğrencilerinde Öz-düzenleme Becerilerinin Kişilik Yapıları, Siber Aylaklık ve Nomofobi Entegrasyonlu Bir Model Çerçevesinde İncelenmesi. Cukurova University Faculty of Education Journal 51:1, pages 501-537.
Crossref
Crossref
Jennifer Routh, Sharmini Julita Paramasivam, Peter Cockcroft, Vishna Devi Nadarajah & Kamalan Jeevaratnam. (2022) Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training. Frontiers in Veterinary Science 9.
Crossref
Crossref
Colleen Y. Colbert & S. Beth Bierer. (2022) The Importance of Professional Development in a Programmatic Assessment System: One Medical School’s Experience. Education Sciences 12:3, pages 220.
Crossref
Crossref
Ebenezer Chitra, Norul Hidayah, Madawa Chandratilake & Vishna Devi Nadarajah. (2022) Self-Regulated Learning Practice of Undergraduate Students in Health Professions Programs. Frontiers in Medicine 9.
Crossref
Crossref
Bunmi S. Malau‐Aduli, Andrew Lee, Faith Alele, Mary Adu, Aaron Drovandi & Karina Jones. (2021) Preclinical to clinical transition experiences of dental students at an Australian Regional University. European Journal of Dental Education 26:1, pages 182-196.
Crossref
Crossref
Matthew Jian Wen Low, Chaoyan Dong, Daniel Yong Jing Quek, Jian Hui Ng, Han Nee Gan, Thian Phey Lau & Jen Heng Pek. (2022) Stress among emergency medicine residents during the COVID-19 pandemic:
A qualitative study. Annals of the Academy of Medicine, Singapore 51:1, pages 58-61.
Crossref
Crossref
Dorit Alt, Nirit Raichel & Lior Naamati-Schneider. (2022) Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study. Frontiers in Psychology 12.
Crossref
Crossref
Vuyo Mthethwa. 2022. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic
255
276
.
Derk Bransen, Marjan J. B. Govaerts, Ernesto Panadero, Dominique M. A. Sluijsmans & Erik W. Driessen. (2021) Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning. Medical Education 56:1, pages 29-36.
Crossref
Crossref
Vishna Devi Nadarajah, Mora Claramita, Ardi Findyartini, Dujeepa Samarasekera & Hiroshi Nishigori. 2022. Challenges and Opportunities in Health Professions Education. Challenges and Opportunities in Health Professions Education
293
308
.
John Q. Young. 2022. Graduate Medical Education in Psychiatry. Graduate Medical Education in Psychiatry
267
290
.
Haihong Li, Xuan Yu, Yuanfei Mei, Xuhong Liu, Ling Li & Nan Luo. (2021) The Effect of Grit on Career Adaptability of Chinese College Students Based on the Self-Regulatory Processes. Frontiers in Psychology 12.
Crossref
Crossref
Judith C. French & Lily C. Pien. (2021) A Document Analysis of Nationally Available Faculty Assessment Forms of Resident Performance. Journal of Graduate Medical Education 13:6, pages 833-840.
Crossref
Crossref
Riitta Möller, Annika Wallberg & Maria Shoshan. (2021) Faculty perceptions of factors that indicate successful educational outcomes of medical students’ research projects: a focus group study. BMC Medical Education 21:1.
Crossref
Crossref
Chan Choong Foong, Nur Liyana Bashir Ghouse, An Jie Lye, Nurul Atira Khairul Anhar Holder, Vinod Pallath, Wei-Han Hong, Joong Hiong Sim & Jamuna Vadivelu. (2021) A qualitative study on self-regulated learning among high performing medical students. BMC Medical Education 21:1.
Crossref
Crossref
Yasushi Matsuyama, Motoyuki Nakaya, Jimmie Leppink, Cees van der Vleuten, Yoshikazu Asada, Adam Jon Lebowitz, Teppei Sasahara, Yu Yamamoto, Masami Matsumura, Akira Gomi, Shizukiyo Ishikawa & Hitoaki Okazaki. (2021) Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan. BMC Medical Education 21:1.
Crossref
Crossref
Lisanne S. Welink, Tessa C. van Charldorp, Laura Di Colandrea, Marie‐Louise L. Bartelink, Peter Pype, Roger A.M.J. Damoiseaux & Esther de Groot. (2021) Bidirectional learning opportunities: How GP‐supervisors and trainees exchange knowledge. Medical Education 55:12, pages 1407-1418.
Crossref
Crossref
Alicja Piotrkowicz, Kaiwen Wang, Jennifer Hallam & Vania Dimitrova. (2021) Data-driven Exploration of Engagement with Workplace-based Assessment in the Clinical Skills Domain. International Journal of Artificial Intelligence in Education 31:4, pages 1022-1052.
Crossref
Crossref
Yasushi Matsuyama, Hitoaki Okazaki, Kazuhiko Kotani, Yoshikazu Asada, Shizukiyo Ishikawa, Adam Jon Lebowitz, Jimmie Leppink & Cees van der Vleuten. (2021) Professional identity formation-oriented mentoring technique as a method to improve self-regulated learning: A mixed-method study. The Asia Pacific Scholar 6:4, pages 49-64.
Crossref
Crossref
Michelle M. Krupp, Patrick B. Barlow & Eric J. Kyle. (2021) Developing a self‐assessment tool for dental faculty to map professional growth. Journal of Dental Education 85:10, pages 1596-1605.
Crossref
Crossref
Danielle C. Cadieux, Anuradha Mishra & Mark A. Goldszmidt. (2021) Before the scalpel: Exploring surgical residents' preoperative preparatory strategies. Medical Education 55:6, pages 733-740.
Crossref
Crossref
John Q. Young, Eric S. Holmboe & Jason R. Frank. (2021) Competency-Based Assessment in Psychiatric Education. Psychiatric Clinics of North America 44:2, pages 217-235.
Crossref
Crossref
Andrée Aubin, Claudine Boulanger, Karine Gagnon & Chantal Morin. (2021) The development and application of a remediation process in an osteopathic curriculum. International Journal of Osteopathic Medicine 40, pages 46-53.
Crossref
Crossref
Youn Seon Lim, Virginia T. Lyons & Joanne M. Willey. (2021) Supporting Self-Directed Learning: A National Needs Analysis. Medical Science Educator 31:3, pages 1091-1099.
Crossref
Crossref
Michael P. Goldman, Alexis V. Rudd & Marc A. Auerbach. (2021) “PEM Pals”—Cultivating a Learning Community During the Pandemic. Pediatric Emergency Care 37:5, pages 290-292.
Crossref
Crossref
Yeji Kang & Do-Hwan Kim. (2021) A Qualitative Study on the Perceptions and Learning Behavior of Medical Students in Online Classes. Korean Medical Education Review 23:1, pages 46-55.
Crossref
Crossref
Randy L. Jensen, John R.W. Kestle, Douglas L. Brockmeyer & William T. Couldwell. (2021) Principles of Remediation for the Struggling Neurosurgery Resident. World Neurosurgery 146, pages e1118-e1125.
Crossref
Crossref
Binbin Zheng, Chi Chang, Chin-Hsi Lin & Yining Zhang. (2020) Self-Efficacy, Academic Motivation, and Self-Regulation: How Do They Predict Academic Achievement for Medical Students?. Medical Science Educator 31:1, pages 125-130.
Crossref
Crossref
Samara B. Ginzburg, Sally A. Santen & Richard M. Schwartzstein. (2020) Self-directed Learning: a New Look at an Old Concept. Medical Science Educator 31:1, pages 229-230.
Crossref
Crossref
Timothy J. Cleary, Alexis Battista, Abigail Konopasky, Divya Ramani, Steven J. Durning & Anthony R. ArtinoJrJr. (2020) Effects of live and video simulation on clinical reasoning performance and reflection. Advances in Simulation 5:1.
Crossref
Crossref
Marina Alves Martins Siqueira, Johnatan Padovez Gonçalves, Vitor Silva Mendonça, Renata Kobayasi, Fernanda Magalhães Arantes-Costa, Patricia Zen Tempski & Mílton de Arruda Martins. (2020) Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education 20:1.
Crossref
Crossref
M. Versteeg, M. H. van Loon, M. Wijnen-Meijer & P. Steendijk. (2020) Refuting misconceptions in medical physiology. BMC Medical Education 20:1.
Crossref
Crossref
Raquel I. Medina-Ramírez, D. David Álamo-Arce, Felipe Rodriguez-Castro, Dario Cecilio-Fernandes, John Sandars & Manuel J. Costa. (2020) Self-regulated learning microanalysis for the study of the performance of clinical examinations by physiotherapy students. BMC Medical Education 20:1.
Crossref
Crossref
C Quan. (2020) Two passions, one goal, and a pandemic: the future of medical education in South Africa. Southern African Journal of Anaesthesia and Analgesia, pages S11-S13.
Crossref
Crossref
Joy Yeonjoo Lee, Jeroen Donkers, Halszka Jarodzka, Géraldine Sellenraad & Jeroen J.G. van Merriënboer. (2020) Different effects of pausing on cognitive load in a medical simulation game. Computers in Human Behavior 110, pages 106385.
Crossref
Crossref
Rozemarijn van der Gulden, Fred Tromp, Claudia Greijn & Bart Thoonen. (2020) Het individueel opleidingsplan: prul of praal?. Huisarts en wetenschap 63:9, pages 32-34.
Crossref
Crossref
Roghayeh Gandomkar, Kamran Yazdani, Ladan Fata, Ramin Mehrdad, Azim Mirzazadeh, Mohammad Jalili & John Sandars. (2020) Using multiple self‐regulated learning measures to understand medical students' biomedical science learning. Medical Education 54:8, pages 727-737.
Crossref
Crossref
Rylan Egan, Timothy Chaplin, Adam Szulewski, Heather Braund, Nicholas Cofie, Tamara McColl, Andrew K. Hall, Damon Dagnone, Leah Kelley & Brent Thoma. (2019) A case for feedback and monitoring assessment in competency‐based medical education. Journal of Evaluation in Clinical Practice 26:4, pages 1105-1113.
Crossref
Crossref
Nur H. N. Prastiyani, Estivana Felaza & Ardi Findyartini. (2020) Exploration of constructive feedback practices in dental education chairside teaching: A case study. European Journal of Dental Education 24:3, pages 580-589.
Crossref
Crossref
John Q. Young, Jessica Schwartz, Krima Thakker, Patricia S. O’Sullivan & Rebekah Sugarman. (2020) Where Passion Meets Need: a Longitudinal, Self-Directed Program to Help Residents Discover Meaning and Develop as Scholars. Academic Psychiatry 44:4, pages 455-460.
Crossref
Crossref
Farhana Shariff, Rose Hatala & Glenn Regehr. (2020) The nature of learning from simulation: Now I know it, now I'll do it, I'll work on that. Medical Education 54:7, pages 652-659.
Crossref
Crossref
Daniel J. SchumacherEric DornoffCarol CarraccioJamiu BusariCees van der VleutenBenjamin KinnearMatthew KelleherDana R. SallEric WarmAbigail MartiniEric Holmboe. (2019) The Power of Contribution and Attribution in Assessing Educational Outcomes for Individuals, Teams, and Programs. Academic Medicine 95:7, pages 1014-1019.
Crossref
Crossref
Sweta Tewary, Jennifer A. Jordan, Arif M. Rana & Bindu Mayi. (2020) Academic Advising Using Theoretical Approaches for Medical Students Who Are Struggling in Preclinical Years. Journal of Osteopathic Medicine 120:4, pages 228-235.
Crossref
Crossref
Farhana ShariffRose HatalaGlenn Regehr. (2020) Learning After the Simulation Is Over: The Role of Simulation in Supporting Ongoing Self-Regulated Learning in Practice. Academic Medicine 95:4, pages 523-526.
Crossref
Crossref
Patrick Nieboer & Mike Huiskes. (2020) The regulation of learning in clinical environments: A comment on ‘Beyond the self’. Medical Education 54:3, pages 179-181.
Crossref
Crossref
Derk Bransen, Marjan J. B. Govaerts, Dominique M. A. Sluijsmans & Erik W. Driessen. (2019) Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning. Medical Education 54:3, pages 234-241.
Crossref
Crossref
Shuh Shing Lee, Dujeepa D. Samarasekera, Joong Hiong Sim, Wei-Han Hong, Chan Choong Foong, Vinod Pallath & Jamuna Vadivelu. (2019) Exploring the Cultivation of Self-Regulated Learning (SRL) Strategies Among Pre-Clinical Medical Students in Two Medical Schools. Medical Science Educator 30:1, pages 271-280.
Crossref
Crossref
Karina Marianne D. Torralba & James D. Katz. (2020) Quality of medical care begins with quality of medical education. Clinical Rheumatology 39:3, pages 617-618.
Crossref
Crossref
Ian M. Scott. (2019) Beyond ‘driving’: The relationship between assessment, performance and learning. Medical Education 54:1, pages 54-59.
Crossref
Crossref
Jennifer R. Kogan. 2020. Roberts Academic Medicine Handbook. Roberts Academic Medicine Handbook
105
119
.
Yasushi Matsuyama, Motoyuki Nakaya, Hitoaki Okazaki, Adam Jon Lebowitz, Jimmie Leppink & Cees van der Vleuten. (2019) Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting. BMC Medical Education 19:1.
Crossref
Crossref
Hazel Parker, Odran Farrell, Rob Bethune, Ali Hodgetts & Karen Mattick. (2019) Pharmacist‐led, video‐stimulated feedback to reduce prescribing errors in doctors‐in‐training: A mixed methods evaluation. British Journal of Clinical Pharmacology 85:10, pages 2405-2413.
Crossref
Crossref
Daniel J. SchumacherDanny T.Y. WuKarthikeyan MeganathanLezhi LiBenjamin KinnearDana R. SallEric HolmboeCarol CarraccioCees van der VleutenJamiu BusariMatthew KelleherDaniel SchauerEric Warm. (2019) A Feasibility Study to Attribute Patients to Primary Interns on Inpatient Ward Teams Using Electronic Health Record Data. Academic Medicine 94:9, pages 1376-1383.
Crossref
Crossref
Duncan Henry & Daniel C. West. (2019) The Clinical Learning Environment and Workplace-Based Assessment. Pediatric Clinics of North America 66:4, pages 839-854.
Crossref
Crossref
Mikael Nilsson, Uno Fors, Jan Östergren, Gunilla Bolinder & Samuel Edelbring. (2019) Why Medical Students Choose to Use or Not to Use a Web-Based Electrocardiogram Learning Resource: Mixed Methods Study. JMIR Medical Education 5:2, pages e12791.
Crossref
Crossref
Patrick Nieboer, Mike Huiskes, Fokie Cnossen, Martin Stevens, Sjoerd K Bulstra & Debbie A D C Jaarsma. (2019) Recruiting expertise: how surgical trainees engage supervisors for learning in the operating room. Medical Education 53:6, pages 616-627.
Crossref
Crossref
Kay Colthorpe, Jennifer Ogiji, Louise Ainscough, Kirsten Zimbardi & Stephen Anderson. (2019) Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior. American Journal of Pharmaceutical Education 83:4, pages 6646.
Crossref
Crossref
Eva Kipen, Eleanor Flynn & Robyn Woodward-Kron. (2019) Self-regulated learning lens on trainee perceptions of the mini-CEX: a qualitative study. BMJ Open 9:5, pages e026796.
Crossref
Crossref
Reem Abraham, Lavinia Shamugam, Thurgai Sehgar, Rozalind Romeli & Bavani Manogran. (2019) Relationship between learning goals set by undergraduate medical students at the commencement and learning outcomes achieved at the end of early clinical phase. Journal of Datta Meghe Institute of Medical Sciences University 14:3, pages 235.
Crossref
Crossref
Miriam Ruesseler, Mairen Tomczak, Monika Thrun, Sebastian Pfau, Ingo Marzi & Jasmina Sterz. (2019) The Influence of the Instructional Approach on Acquiring Clinical Skills in Surgery: A Comparative Effectiveness Study. Journal of Surgical Education 76:1, pages 140-149.
Crossref
Crossref
R K Ningrum, A Kumara & Y S Prabandari. (2018) The relationship between self-regulated learning and academic achievement of undergraduate medical students. IOP Conference Series: Materials Science and Engineering 434, pages 012155.
Crossref
Crossref
David M. Kaufman. 2018. Understanding Medical Education. Understanding Medical Education
37
69
.
Alastair C Graham & Sean McAleer. (2018) An overview of realist evaluation for simulation-based education. Advances in Simulation 3:1.
Crossref
Crossref
Christine A. Kauffman, Megan Derazin, Abdo Asmar & Jonathan D. Kibble. (2018) Relationship between classroom attendance and examination performance in a second-year medical pathophysiology class. Advances in Physiology Education 42:4, pages 593-598.
Crossref
Crossref
Maaike A van Houten-Schat, Joris J Berkhout, Nynke van Dijk, Maaike D Endedijk, A Debbie C Jaarsma & Agnes D Diemers. (2018) Self-regulated learning in the clinical context: a systematic review. Medical Education 52:10, pages 1008-1015.
Crossref
Crossref
Joselina Barbosa, Álvaro Silva, Maria Amélia Ferreira & Milton Severo. (2018) Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen’s achievement? A longitudinal study on the educational transition from secondary school to medical school. Advances in Health Sciences Education 23:4, pages 733-748.
Crossref
Crossref
Daniel J. SchumacherEric S. HolmboeCees van der VleutenJamiu O. BusariCarol Carraccio. (2018) Developing Resident-Sensitive Quality Measures: A Model From Pediatric Emergency Medicine. Academic Medicine 93:7, pages 1071-1078.
Crossref
Crossref
Adrian Israel Martinez-Franco, Melchor Sanchez-Mendiola, Juan Jose Mazon-Ramirez, Isaias Hernandez-Torres, Carlos Rivero-Lopez, Troy Spicer & Adrian Martinez-Gonzalez. (2018) Diagnostic accuracy in Family Medicine residents using a clinical decision support system (DXplain): a randomized-controlled trial. Diagnosis 5:2, pages 71-76.
Crossref
Crossref
Ekta PatelVeena MuthusamyJohn Q. Young. (2018) Delivering on the Promise of CLER: A Patient Safety Rotation That Aligns Resident Education With Hospital Processes. Academic Medicine 93:6, pages 898-903.
Crossref
Crossref
Kori A. LaDonnaShiphra GinsburgChristopher Watling. (2018) “Rising to the Level of Your Incompetence”: What Physicians’ Self-Assessment of Their Performance Reveals About the Imposter Syndrome in Medicine. Academic Medicine 93:5, pages 763-768.
Crossref
Crossref
Olle ten CateLarry D. GruppenJennifer R. KoganLorelei A. LingardPim W. Teunissen. (2018) Time-Variable Training in Medicine: Theoretical Considerations. Academic Medicine 93:3S, pages S6-S11.
Crossref
Crossref
Karen E. HauerPatricia S. O’SullivanKristen FitzhenryChristy Boscardin. (2018) Translating Theory Into Practice: Implementing a Program of Assessment. Academic Medicine 93:3, pages 444-450.
Crossref
Crossref
Blanca Estupiñan & Jonathan Kibble. (2017) The Relationship Between Spirituality and Burnout in the Lives of Medical Students. Medical Science Educator 28:1, pages 37-44.
Crossref
Crossref
John Sandars & Rakesh Patel. (2018) Using personalized teaching and learning to improve clinical performance. British Journal of Hospital Medicine 79:2, pages 102-105.
Crossref
Crossref
Joris J Berkhout, Esther Helmich, Pim W Teunissen, Cees P M van der Vleuten & A Debbie C Jaarsma. (2018) Context matters when striving to promote active and lifelong learning in medical education. Medical Education 52:1, pages 34-44.
Crossref
Crossref
Javeed Sukhera & Chris Watling. (2018) A Framework for Integrating Implicit Bias Recognition Into Health Professions Education. Academic Medicine 93:1, pages 35-40.
Crossref
Crossref
Michael W. Lee, Teresa R. Johnson & Jonathan Kibble. (2017) Development of Statistical Models to Predict Medical Student Performance on the USMLE Step 1 as a Catalyst for Deployment of Student Services. Medical Science Educator 27:4, pages 663-671.
Crossref
Crossref
Laury P. J. W. M. de Jonge, Angelique A. Timmerman, Marjan J. B. Govaerts, Jean W. M. Muris, Arno M. M. Muijtjens, Anneke W. M. Kramer & Cees P. M. van der Vleuten. (2017) Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour. Advances in Health Sciences Education 22:5, pages 1213-1243.
Crossref
Crossref
Jennifer R. Kogan, Rose Hatala, Karen E. Hauer & Eric Holmboe. (2017) Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education. Perspectives on Medical Education 6:5, pages 286-305.
Crossref
Crossref
Margaretha H. Sagasser, Anneke W. M. Kramer, Cornelia R. M. G. Fluit, Chris van Weel & Cees P. M. van der Vleuten. (2016) Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace. Advances in Health Sciences Education 22:4, pages 931-949.
Crossref
Crossref
Ancil J. Abney, Sarina Amin & Jonathan D. Kibble. (2017) Understanding factors affecting participation in online formative quizzes: an interview study. Advances in Physiology Education 41:3, pages 457-463.
Crossref
Crossref
Giacomo Rossettini, Angie Rondoni, Alvisa Palese, Simone Cecchetto, Marco Vicentini, Fernanda Bettale, Laura Furri & Marco Testa. (2017) Effective teaching of manual skills to physiotherapy students: a randomised clinical trial. Medical Education 51:8, pages 826-838.
Crossref
Crossref
Jessica V. Rich. (2017) Proposing a Model of Co-Regulated Learning for Graduate Medical Education. Academic Medicine 92:8, pages 1100-1104.
Crossref
Crossref
Joris J Berkhout, Esther Helmich, Pim W Teunissen, Cees P M van der Vleuten & A Debbie C Jaarsma. (2017) How clinical medical students perceive others to influence their self-regulated learning. Medical Education 51:3, pages 269-279.
Crossref
Crossref
Joris J. Berkhout, Pim W. Teunissen, Esther Helmich, Job van Exel, Cees P. M. van der Vleuten & Debbie A. D. C. Jaarsma. (2016) Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study. Advances in Health Sciences Education 22:1, pages 105-121.
Crossref
Crossref
Yasushi Matsuyama, Arno M. M. Muijtjens, Makoto Kikukawa, Renee Stalmeijer, Reiko Murakami, Shizukiyo Ishikawa & Hitoaki Okazaki. (2016) A first report of East Asian students’ perception of progress testing: a focus group study. BMC Medical Education 16:1.
Crossref
Crossref
Karen E Hauer. (2016) Elevating the value of direct observation for learning: the limits of autonomy. Medical Education 50:10, pages 994-996.
Crossref
Crossref
David A Cook & Anthony R ArtinoJrJr. (2016) Motivation to learn: an overview of contemporary theories. Medical Education 50:10, pages 997-1014.
Crossref
Crossref
Chris Holland. (2015) Critical review: medical students’ motivation after failure. Advances in Health Sciences Education 21:3, pages 695-710.
Crossref
Crossref
Ryan Brydges, Rose Hatala & Maria Mylopoulos. (2016) Examining Residents' Strategic Mindfulness During Self-Regulated Learning of a Simulated Procedural Skill. Journal of Graduate Medical Education 8:3, pages 364-371.
Crossref
Crossref
Tai M. Lockspeiser & Paritosh Kaul. (2016) Using Individualized Learning Plans to Facilitate Learner-Centered Teaching. Journal of Pediatric and Adolescent Gynecology 29:3, pages 214-217.
Crossref
Crossref
Herney Andrés García-Perdomo & Gustavo Elías de la Hoz. (2016) Efectividad del uso de estrategias pedagógicas basadas en las tecnologías de la información y comunicación para el aprendizaje significativo de los conceptos urológicos de los estudiantes de Medicina. Urología Colombiana 25:2, pages 88-94.
Crossref
Crossref
Anique E. Atherley, Ian R. Hambleton, Nigel Unwin, Colette George, Paula M. Lashley & Charles G. TaylorJrJr. (2016) Exploring the transition of undergraduate medical students into a clinical clerkship using organizational socialization theory. Perspectives on Medical Education 5:2, pages 78-87.
Crossref
Crossref
Kalman Winston. (2015) Core Concepts in Remediation: Lessons Learned from a 6-Year Case Study. Medical Science Educator 25:3, pages 307-315.
Crossref
Crossref
Reena Karani. (2015) Enhancing the Medical School Learning Environment: A Complex Challenge. Journal of General Internal Medicine 30:9, pages 1235-1236.
Crossref
Crossref
S. Beth Bierer, Elaine F. Dannefer & John E. Tetzlaff. (2015) Time to Loosen the Apron Strings: Cohort-based Evaluation of a Learner-driven Remediation Model at One Medical School. Journal of General Internal Medicine 30:9, pages 1339-1343.
Crossref
Crossref
Margaretha H. Sagasser, Anneke W. M. Kramer, Chris van Weel & Cees P. M. van der Vleuten. (2014) GP supervisors’ experience in supporting self-regulated learning: a balancing act. Advances in Health Sciences Education 20:3, pages 727-744.
Crossref
Crossref
John Sandars & Rakesh Patel. (2015) Self-regulated learning: the challenge of learning in clinical settings. Medical Education 49:6, pages 554-555.
Crossref
Crossref
Joris J Berkhout, Esther Helmich, Pim W Teunissen, Joost W van den Berg, Cees P M van der Vleuten & A Debbie C Jaarsma. (2015) Exploring the factors influencing clinical students’ self-regulated learning. Medical Education 49:6, pages 589-600.
Crossref
Crossref
John Q. Young & Justin L. Sewell. (2015) Applying cognitive load theory to medical education: construct and measurement challenges. Perspectives on Medical Education 4:3, pages 107-109.
Crossref
Crossref
Melissa C. Duffy, Roger Azevedo, Ning-Zi Sun, Sophia E. Griscom, Victoria Stead, Linda Crelinsten, Jeffrey Wiseman, Thomas Maniatis & Kevin Lachapelle. (2014) Team regulation in a simulated medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes. Instructional Science 43:3, pages 401-426.
Crossref
Crossref
Rakesh Patel, Carolyn Tarrant, Sheila Bonas, Janet Yates & John Sandars. (2015) The struggling student: a thematic analysis from the self-regulated learning perspective. Medical Education 49:4, pages 417-426.
Crossref
Crossref
Christopher R Simon & Natalie Durand-Bush. (2014) Differences in psychological and affective well-being between physicians and resident physicians: Does high and low self-regulation capacity matter?. Psychology of Well-Being 4:1.
Crossref
Crossref
Teresa R. Johnson, Mohammed K. Khalil, Richard D. Peppler, Diane D. Davey & Jonathan D. Kibble. (2014) Use of the NBME Comprehensive Basic Science Examination as a progress test in the preclerkship curriculum of a new medical school. Advances in Physiology Education 38:4, pages 315-320.
Crossref
Crossref
Richard A. Prayson, S. Beth Bierer & Elaine F. Dannefer. (2014) Perspectives on Learning and Business Plans—More in Common Than Meets the Eye. Journal of Graduate Medical Education 6:1, pages 15-17.
Crossref
Crossref
Tania Vives-Varela, Cassandra Durán-Cárdenas, Margarita Varela-Ruíz & Teresa Fortoul van der Goes. (2014) La autorregulación en el aprendizaje, la luz de un faro en el mar. Investigación en Educación Médica 3:9, pages 34-39.
Crossref
Crossref
Kalman A Winston, Cees PM Van Der Vleuten & Albert JJA Scherpbier. (2013) Remediation of at-risk medical students: theory in action. BMC Medical Education 13:1.
Crossref
Crossref
John Sandars. (2013) When I say … self-regulated learning. Medical Education 47:12, pages 1162-1163.
Crossref
Crossref
Anne Herrmann-Werner, Christoph Nikendei, Katharina Keifenheim, Hans Martin Bosse, Frederike Lund, Robert Wagner, Nora Celebi, Stephan Zipfel & Peter Weyrich. (2013) “Best Practice” Skills Lab Training vs. a “see one, do one” Approach in Undergraduate Medical Education: An RCT on Students’ Long-Term Ability to Perform Procedural Clinical Skills. PLoS ONE 8:9, pages e76354.
Crossref
Crossref
Jennifer Cleland, Heather Leggett, John Sandars, Manuel J Costa, Rakesh Patel & Mandy Moffat. (2013) The remediation challenge: theoretical and methodological insights from a systematic review. Medical Education 47:3, pages 242-251.
Crossref
Crossref
Susan J. Pasquale. 2013. The Comprehensive Textbook of Healthcare Simulation. The Comprehensive Textbook of Healthcare Simulation
51
55
.
Janet Yates. (2012) When did they leave, and why? A retrospective case study of attrition on the Nottingham undergraduate medical course. BMC Medical Education 12:1.
Crossref
Crossref
Paul Garrud & Janet Yates. (2012) Profiling strugglers in a graduate-entry medicine course at Nottingham: a retrospective case study. BMC Medical Education 12:1.
Crossref
Crossref
Manuel João Costa & John Sandars. (2012) Self‐regulation: An unexplored learning model in biochemistry and molecular biology. Biochemistry and Molecular Biology Education 40:5, pages 328-329.
Crossref
Crossref
Karen M Stegers‐Jager, Janke Cohen‐Schotanus & Axel P N Themmen. (2012) Motivation, learning strategies, participation and medical school performance. Medical Education 46:7, pages 678-688.
Crossref
Crossref
John Sandars. (2012) Future direction for research in self‐regulated learning in medical education. Medical Education 46:6, pages 626-626.
Crossref
Crossref