Self-regulated learning microanalysis feedback for developing clinical skills: A pilot study

Abstract

Introduction

The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students’ use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students’ key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students’ key SRL processes can improve both their use of SRL and their clinical skill performance.

Methods

Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback.

Results

Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students’ clinical skill performance.

Discussion

This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students’ SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills.

Keywords:

• Clinical skills
• self-regulated learning
• feedback

Acknowledgments

The authors would like to thank Mário Henrique Franco for recording the video lectures.

Authors’ contributions

Concept/idea/: DC-F, DRSC, JS, TMS. Research design: DC-F, DRSC, JS, TMS. Data collection: DRSC, TMS. Data analysis: DC-F, DRSC, JS. Project management: DC-F, DRSC. Providing facilities/equipment: DC-F, DRSC, TMS. Writing and critical revision: All authors. All authors have read and approved the manuscript.

Ethical approval

This study was approved by the University Ethics Committee (CAAE number 35472620.3.0000.5404 and protocol number 4.513.684).

Disclosure statement

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

Additional information

Funding

This research was partially funded by FAPESP – São Paulo Research Foundation [Young Investigator Grant number 2018/15642-1 and Regular Grant number 2020/04909-7] awarded to Dario Cecilio-Fernandes and [Grant Number 2020/07132-3] awarded to Danielle Rachel dos Santos Carvalho. The funder had no role in study design, data collection, and analysis, the decision to publish, or the preparation of the manuscript.

Notes on contributors

Dario Cecilio-Fernandes

Dario Cecilio-Fernandes, M.Sc, Ph.D., AFAMEE, is a researcher in the Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas and has a research interest in assessment, skill acquisition and clinical reasoning.

Danielle Rachel dos Santos Carvalho

Danielle Rachel dos Santos Carvalho, M.Sc, Ph.D, is a postdoctoral researcher in School of Medical Sciences, University of Campinas and has research interest on simulation in medical education.

John Sandars

John Sandars, MB ChB, MSc, MD, is Professor of Medical Education in the Health Research Institute at Edge Hill University and has a research and development interest in the use of self-regulated learning theory for performance improvement of individuals.

Thiago Martins Santos

Thiago Martins Santos, MD, Ph.D., is an associate professor in the Department of Internal Medicine, School of Medical Sciences, University of Campinas, Campinas, São Paulo, Brazil.