Purpose

This study aims to unravel the dynamic nature of the process of self-regulated learning (SRL) of medical specialists as it actually unfolds over time in the authentic clinical environment.

Design/methodology/approach

A longitudinal multiple case-study design was used, combining multiple data-collection techniques. Long-term observations offered evidence on overt SRL strategies. Physicians’ observed behaviours were used as cues for in loco stimulated recall interviews, asking about covert SRL strategies and their thoughts regarding a situation at hand. Field notes and audiotaped stimulated recall interviews were transcribed verbatim and integrated in a longitudinal database to map SRL as it actually unfolds moment-by-moment. The transcripts were analysed from an inter- and intra-individual perspective using Nvivo 12.

Findings

Results show a variety of strategies that initiate, advance and evaluate the process of SRL. Different SRL strategies not included in contemporary frameworks on SRL are found and classified as a new category which the authors labelled “learning readiness”. Exemplary for an SRL strategy in this category is awareness of learning needs. Results show that SRL in the clinical environment is found as an interrelated, dynamic process unfolding in time with feedback loops between different SRL strategies. Performance is found to play a leading role in driving SRL.

Originality/value

This study contributes empirically to the conceptual understanding of SRL in the clinical environment. The use of a situated, longitudinal methodology, which goes beyond the common path of retrospective self-report questionnaires, adds to the disentanglement of the process of SRL as it actually unfolds in the work environment.

中文翻译：

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揭示临床环境中医学专家的自我调节学习过程

目的

本研究旨在揭示医学专家自我调节学习 (SRL) 过程的动态本质，因为它在真实的临床环境中随着时间的推移而实际展开。

设计/方法/方法

使用纵向多案例研究设计，结合多种数据收集技术。长期观察为公开的 SRL 策略提供了证据。医生观察到的行为被用作 loco 刺激回忆访谈的线索，询问隐蔽的 SRL 策略和他们对手头情况的想法。实地记录和录音带刺激回忆访谈被逐字转录并整合到纵向数据库中，以映射 SRL，因为它实际上是在每时每刻展开。使用 Nvivo 12 从个体间和个体内的角度分析转录本。

发现

结果显示了启动、推进和评估 SRL 过程的各种策略。发现了未包含在 SRL 当代框架中的不同 SRL 策略，并将其归类为作者标记为“学习准备”的新类别。此类别中 SRL 策略的示例是对学习需求的认识。结果表明，临床环境中的 SRL 是一个相互关联的动态过程，随着不同 SRL 策略之间的反馈循环及时展开。发现性能在推动 SRL 方面发挥着主导作用。

原创性/价值

这项研究在经验上有助于对临床环境中 SRL 的概念理解。使用定位的纵向方法，超越了回顾性自我报告问卷的常见路径，增加了 SRL 过程的解体，因为它实际上在工作环境中展开。