High-Frequency Learning Goals: Using Self-Regulated Learning to Influence Day-to-Day Practice in Clinical Education

References

• Schumacher DJ, Englander R, Carraccio C. Developing the master learner: Applying learning theory to the learner, the teacher, and the learning environment. Academic Medicine 2013;88:1635–45.
   PubMed Web of Science ®Google Scholar
• Liaison Committee on Medical Education. Functions and structure of a medical school: Standards for accreditation of medical education programs leading to the M.D. degree. 2015:8.
   Google Scholar
• Stallworth LE, Palladino C, Leggio LE, Hudson VL, Elam RE, Richardson DS. Senior student goal setting during subinternship: A mixed-methods study. Teaching and Learning in Medicine 2014;26:225–9.
   PubMed Web of Science ®Google Scholar
• McDermott MM, Curry RH, Stille FC, Martin GJ. Use of learning contracts in an office-based primary care clerkship. Medical Education 1999;33:374–81.
   PubMed Web of Science ®Google Scholar
• Strowd RE, Salas RME, Cruz TE, Gamaldo CE. Neurology clerkship goals and their effect on learning and satisfaction. Neurology 2016;86:684–91.
   PubMed Web of Science ®Google Scholar
• Curry RH, Hershman WY, Saizow RB. Leaner-centered strategies in clerkship education. American Journal of Medicine 1996;100:589–95.
   PubMed Web of Science ®Google Scholar
• Berkhout JJ, Helmich E, Teunissen PW, van den Berg JW, van der Vleuten CPM, Jaarsma ADC. Exploring the factors influencing clinical students' self-regulated learning. Medical Education 2015;49:589–600.
   PubMed Web of Science ®Google Scholar
• Zimmerman BJ, Schunk DH. Self-regulated learning and performance. In BJ Zimmerman and DH Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). New York, NY: Routledge, 2011.
   Google Scholar
• Cleary TJ, Durning SJ, Gruppen LD, Hemmer PA, Artino AR. Self-regulated learning in medical education. In K Walsh (Ed.), Oxford textbook of medical education (pp. 465–77). Oxford, UK: Oxford University Press, 2013.
   Google Scholar
• Hadwin HF, Järvelä S, Miller M. Self-regulated, co-regulated, and socially shared regulation of learning, In BJ Zimmerman and DH Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York, NY: Routledge, 2011.
   Google Scholar
• Zimmerman BJ. A social cognitive view of self-regulated academic learning. Journal of Education Psychology 1989;3:329–39.
   Web of Science ®Google Scholar
• Ames C. Classrooms: Goals, structures, and student motivation. Journal of Education Psychology 1992;84:261–71.
   Web of Science ®Google Scholar
• Larsen DP, London DA, Emke AR. Using reflection to influence practice: Student perceptions of daily reflection in clinical education. Perspectives on Medical Education 2016;5:285–91.
   PubMed Web of Science ®Google Scholar
• Hsieh H-F, Shannon SE. Three approaches to qualitative content analysis. Qualitative Health Research 2005;15:1277–88.
   PubMed Web of Science ®Google Scholar
• ACGME program requirements for graduate medical education in pediatrics. Accreditation Council for Graduate Medical Education. September 2012. Pages 17, 24. https://www.acgme.org/Portals/0/PFAssets/ProgramRequirements/320_pediatrics_2016.pdf. Accessed August 24, 2016.
   Google Scholar
• Li STT, Tancredi DJ, Co JPT, West DC. Factors associated with successful self-directed learning using individualized learning plans during pediatric residency. Academic Pediatrics 2010;10:124–30.
   PubMed Web of Science ®Google Scholar
• Stuart E, Sectish TC, Huffman LC. Are residents ready for self-directed learning? A pilot program of individualized learning plans in continuity clinic. Ambulatory Pediatrics 2005;5:298–301.
   PubMedGoogle Scholar
• Lave J, Wenger E. Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press, 1991.
   Google Scholar
• Shepard ME, Sastre EA, Davidson MA, Fleming AE. Use of individualized learning plans among fourth-year sub-interns in pediatrics and internal medicine. Medical Teacher 2012;34:e46–51.
   PubMed Web of Science ®Google Scholar
• Brydges R, Butler D. A reflective analysis of medical education research on self-regulation in learning and practice. Medical Education 2012;46:71–9.
   PubMed Web of Science ®Google Scholar
• Woods NN, Mylopoulos M, Brydges R. Informal self-regulated learning on a surgical rotation: Uncovering student experiences in context. Advances in Health Sciences Education 2011;16:643–53.
   PubMed Web of Science ®Google Scholar
• Steven K, Wenger E, Boshuizen H, Scherpbier A, Dornan T. How clerkship students learn from real patients in practice settings. Academic Medicine 2014;89:469–76.
   PubMed Web of Science ®Google Scholar
• Lockspeiser TM, Li ST, Burke AE, Rosenberg AA, Dunbar AE, Gifford KA, et al. In pursuit of meaningful use of learning goals in residency: A qualitative study of pediatric residents. Academic Medicine 2016;91:839–46.
   PubMed Web of Science ®Google Scholar
• Tolsgaard MG, Arendrup H, Pedersen P, Ringsted C. Feasibility of self-directed learning in clerkships. Medical Teacher 2013;35:e1409–15.
   PubMed Web of Science ®Google Scholar
• Iyasere CA, Baggett M, Romano J, Anupam J, Mills G, Hunt DP. Beyond continuing medical education: Clinical coaching as a tool for ongoing professional development. Academic Medicine Published Online 2016 (doi:10.1097/ACM.0000000000001131).
   Google Scholar
• Winne PH. A cognitive and metacognitive analysis of self-regulated learning. In BJ Zimmerman and DH Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 15–32). New York, NY: Routledge, 2011.
   Google Scholar