Citations (47)
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Reza Aditia & Saidun Hutasuhut. (2023) Key Factors to Foster Academic Performance in Online Learning Environment: Evidence From Indonesia During COVID-19 Pandemic. Cogent Education 10:1.
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Cynthia Elderson-Van Duin, Peter Johan Renkema & Huib Karel Tabbers. (2023) Promoting self-directed learning skills in a first-year problem-based university program with a self-development intervention. Reflective Practice 24:6, pages 749-765.
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Stephanie Lin-Beckford, Nora Y. Osman, Edward Krupat & David A. Hirsh. (2023) An exploratory study of goal orientations of traditional block and longitudinal integrated clerkship students. Medical Teacher 45:11, pages 1275-1282.
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Fabrizio Consorti & Giacomo Consorti. (2023) Elements and Determinants of Professional Identity During the Pandemic: A Hermeneutic Qualitative Study. Teaching and Learning in Medicine 35:4, pages 422-435.
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Robyn McCarron, James M. FitzGerald, Peter Swann, Sharon Yang, Sally Wraight & Fraser Arends. (2023) A mixed-methods SWOT analysis of a medical student Balint group programme. Medical Teacher 0:0, pages 1-8.
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Zahra Zarei Hajiabadi, Roghayeh Gandomkar, Amir Ali Sohrabpour & John Sandars. (2023) Developing low-achieving medical students’ self-regulated learning using a combined learning diary and explicit training intervention. Medical Teacher 45:5, pages 475-484.
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Lindsay Chaney Strowd, Katherine Kelly, Timothy R. Peters & Jennifer Marie Jackson. (2022) Student, Faculty, and Coach Perspectives on Why Athletes Excel in Medical School: A Qualitative Analysis. Teaching and Learning in Medicine 34:1, pages 43-59.
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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.
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Cecilie Fog-Petersen, Karen Borgnakke, Ralf Hemmingsen, Maria Gefke & Sidse Arnfred. (2020) Clerkship students’ use of a video library for training the mental status examination. Nordic Journal of Psychiatry 74:5, pages 332-339.
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Aaron W. Bernard, Gabbriel Ceccolini, Richard Feinn, Jennifer Rockfeld, Ilene Rosenberg, Listy Thomas & Todd Cassese. (2017) Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings. Medical Education Online 22:1.
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Articles from other publishers (37)
G Lorimer Moseley, Hayley B Leake, Anneke J Beetsma, James A Watson, David S Butler, Annika van der Mee, Jennifer N. Stinson, Daniel Harvie, Tonya M. Palermo, Mira Meeus & Cormac G Ryan. (2023) Teaching patients about pain: the emergence of Pain Science Education, its learning frameworks and delivery strategies. The Journal of Pain.
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Haniye Mastour, Maryam Moghadasin & AmirAli Moodi Ghalibaf. (2023) Opening the Black Box of Virtual Education: Medical Students’ Learning and Study Strategies. Shiraz E-Medical Journal 24:10.
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Zahra Zarei Hajiabadi, Roghayeh Gandomkar, Houra Ashrafifard & John Sandars. (2023) Self-Regulated Learning Diary Interventions and the Implications for Health Professions Education. Education Research International 2023, pages 1-10.
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Jannis Achenbach, Laura Nockelmann, Michaela Thomas & Thorsten Schäfer. (2023) Quality Assessment and Modulating Factors on Self-Regulatory Behavior in Peer-Assisted Medical Learning. Healthcare 11:15, pages 2223.
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Hongchen Zhang, Huajun Xiong, Loretta Yuet Foon Chung, Yanhong Wang, Peiling Wang, Lei Fang, Lin Han & Yanwei Yang. (2023) What affects self‐regulated learning ability in undergraduate nursing students: A structural equation modelling approach. Nursing Open 10:8, pages 5728-5740.
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Indra Ganesan, Breana Cham, Pim W. Teunissen & Jamiu O. Busari. (2023) Stakes of Assessments in Residency: Influence on Previous and Current Self-Regulated Learning and Co-Regulated Learning in Early Career Specialists. Perspectives on Medical Education 12:1, pages 237-246.
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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.
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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
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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.
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Megan Smith, Sharon Buckley & Ian Davison. (2022) Enhancing trainee clinical scientists' self‐regulated learning in the workplace. The Clinical Teacher 19:5.
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Huda Mutlaq Alenezy, Kee Jiar Yeo & Azlina Mohd Kosnin. (2022) Impact of General and Special Education Teachers’ Knowledge on Their Practices of Self-Regulated Learning (SRL) in Secondary Schools in Riyadh, Kingdome of Saudi Arabia. Sustainability 14:15, pages 9420.
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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.
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Prince L.M. Zilundu, Fidelis Chibhabha, Guangyin Yu, Rao Fu & Li‐Hua Zhou. (2021) Pre‐Clinical Medical Students' Use of Motivational and Cognitive Study Strategies During Anatomy Learning: A Three‐Year Cross‐Sectional Survey. Anatomical Sciences Education 15:3, pages 522-534.
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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.
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Mahsa Kamali & Masoumeh Bagheri-Nesami. (2022) The association between online self-regulated learning and E-learning acceptance among medical sciences students during the COVID-19 pandemic. Journal of Nursing and Midwifery Sciences 9:3, pages 219.
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Anatolii Levytskyi, Oxana Vygovska, Iryna Benzar & Dmytro Golovatiuk. (2021) ASSESSMENT OF REFLECTIVE LEARNING STRATEGIES IN PEDIATRIC SURGERY COURSE AT MEDICAL UNIVERSITY. Advanced Education 8:19, pages 133-139.
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Fazean Idris, Ihsan Nazurah Zulkipli, Khadizah Haji Abdul-Mumin, Siti Rohaiza Ahmad, Shahid Mitha, Hanif Abdul Rahman, Rajan Rajabalaya, Sheba Rani David & Lin Naing. (2021) Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lecturers in health care education. BMC Medical Education 21:1.
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Eidan M. Al Zahrani, Yaser A. Al Naam, Saad M. AlRabeeah, Deemah N. Aldossary, Lamiaa H. Al-Jamea, Alexander Woodman, Mohammad Shawaheen, Osama Altiti, Jenifer V. Quiambao, Zechariah J. Arulanantham & Salah H. Elsafi. (2021) E- Learning experience of the medical profession’s college students during COVID-19 pandemic in Saudi Arabia. BMC Medical Education 21:1.
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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.
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Dorit Alt & Lior Naamati-Schneider. (2021) Health management students’ self-regulation and digital concept mapping in online learning environments. BMC Medical Education 21:1.
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Ashokka Balakrishnan, Tat Leang Lee & Daniëlle M.L. Verstegen. (2021) ‘Exam preparedness’: Exploring non-academic predictors of postgraduate exam success. The Asia Pacific Scholar 6:4, pages 80-91.
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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.
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Enjy Abouzeid, Rebecca O'Rourke, Yasser El-Wazir, Nahla Hassan, Rabab Abdel Ra'oof & Trudie Roberts. (2021) Interactions between learner’s beliefs, behaviour and environment in online learning: Path analysis. The Asia Pacific Scholar 6:2, pages 38-47.
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Annemarie Hogh & Brigitte Müller-Hilke. (2021) Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school. PLOS ONE 16:1, pages e0245851.
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Halima Albalushi, Mohamed Al Mushaiqri & Ruqaiya Al Jabri. (2021) Learning human anatomy amid COVID-19 pandemic: A students' perspective. National Journal of Clinical Anatomy 10:4, pages 187.
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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.
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Jane C. Holland & Teresa Pawlikowska. (2019) Learning Cardiac Embryology—Which Resources Do Students Use, and Why?. Medical Science Educator 29:4, pages 1051-1060.
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Cali E. Johnson, Kenneth Yates & Maura E. Sullivan. (2019) Building a Framework for Self-Regulated Learning in Surgical Education: A Delphi Consensus Among Experts in Surgical Education. Journal of Surgical Education 76:6, pages e56-e65.
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Cortny A. Williams, Leslie A. K. Takaki & Ron LeFebvre. (2019) Measuring the Level of Metacognitive Regulation in Graduate Health Sciences Students: What Is the Value of a Prompt?. Medical Science Educator 29:2, pages 409-418.
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José Concepción Gaxiola Romero & Sandybell González Lugo. (2019) Apoyo percibido, resiliencia, metas y aprendizaje autorregulado en bachilleres. Revista Electrónica de Investigación Educativa 21, pages 1-10.
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Claire Toquet, Adeline Normand & Gilles Guihard. (2018) Apprentissage de l’anatomo-cyto-pathologie par les étudiants en médecine : comprendre le rôle de la motivation. Annales de Pathologie 38:6, pages 370-380.
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Christine JormChris Roberts. (2018) Using Complexity Theory to Guide Medical School Evaluations. Academic Medicine 93:3, pages 399-405.
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Oliver Keis, Claudia Grab, Achim Schneider & Wolfgang Öchsner. (2017) Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC Medical Education 17:1.
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Kenneth K. Cho, Brahm Marjadi, Vicki Langendyk & Wendy Hu. (2017) The self-regulated learning of medical students in the clinical environment – a scoping review. BMC Medical Education 17:1.
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Kenneth K. Cho, Brahm Marjadi, Vicki Langendyk & Wendy Hu. (2017) Medical student changes in self-regulated learning during the transition to the clinical environment. BMC Medical Education 17:1.
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Jessica V. Rich. (2017) Proposing a Model of Co-Regulated Learning for Graduate Medical Education. Academic Medicine 92:8, pages 1100-1104.
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Damianus Abun. (2021) Academic Self-Regulation of STEM of Senior High School Students of Divine Word Colleges in Region I, Philippines and Their Academic Performance. SSRN Electronic Journal.
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