Developing low-achieving medical students’ self-regulated learning using a combined learning diary and explicit training intervention

Abstract

Introduction

The development of self-regulated learning (SRL) is an essential educational component of remediation for low-achieving students. The aim of this study was to design, implement, and evaluate a longitudinal SRL intervention combining both a structured learning diary and explicit SRL training in a cohort of low-achieving undergraduate medical students.

Materials and methods

A mixed methods quasi-experimental study was conducted, with a pretest–posttest study in the intervention group and comparison of the GPA and course grade of the intervention group with a historical comparison group. A questionnaire and focus group explored the participants’ perceptions about the intervention.

Results

The SRL scores (total and rehearsal, organization, critical thinking, metacognitive regulation, time management and environment management) and course grade of participants were significantly improved in the intervention group. The course grade of participants was significantly higher than the comparison group but the GPA was not significantly different. Overall, the participants were positive about the intervention.

Conclusions

This study was the first in medical education to evaluate the effectiveness and user acceptability of an SRL intervention that combined a structured learning diary and explicit SRL training in low-achieving medical students. Further research is recommended in different contexts and with larger number of students.

Keywords:

• Diary
• self-regulated learning
• low-achieving medical students
• intervention

Acknowledgements

The authors are very thankful to all medical students who participated in this study. The authors are also, grateful to all faculties, TUMS educational body including administrators and their staff, medical educationists and medical students who helped us to finalize the design and facilitate the implementation of the intervention.

Ethical approval

This study was approved by the Research Ethics Committee of the Tehran University of Medical Sciences, Tehran, Iran. Approval ID: IR.TUMS.MEDICINE.REC.1398.377.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was funded by the Tehran University of Medical Sciences. Tehran. Iran. Grant no. 96-04-214-36501.

Notes on contributors

Zahra Zarei Hajiabadi

Zahra Zarei Hajiabadi, MSc, PhD candidate at Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

Roghayeh Gandomkar

Roghayeh Gandomkar, MD, MSc, PhD, Associate Professor, Head of Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

Amir Ali Sohrabpour

Amir Ali Sohrabpour, Associate Professor at Liver and Pancreatobiliary Diseases Research Center, Digestive Disease Research Institute, Tehran University of Medical Sciences, Tehran, Iran.

John Sandars

John Sandars, MBChB (Hons), MSc, MD, FAcadMedEd Professor of Medical Education in the Health Research Institute, Faculty of Health, Social Care & Medicine, Edge Hill University, Ormskirk, UK.