Abstract
Introduction Recent conceptualizations of self-regulated learning acknowledge the importance of co-regulation, i.e., students' interactions with others in their networks to support self-regulation. Using a social network approach, the aim of this study is to explore relationships between characteristics of medical students' co-regulatory networks, perceived learning opportunities, and self-regulated learning. Methods The authors surveyed 403 undergraduate medical students during their clinical clerkships (response rate 65.5%). Using multiple regression analysis, structural equation modelling techniques, and analysis of variance, the authors explored relationships between co-regulatory network characteristics (network size, network diversity, and interaction frequency), students' perceptions of learning opportunities in the workplace setting, and self-reported self-regulated learning. Results Across all clerkships, data showed positive relationships between tie strength and self-regulated learning (beta = 0.095, p < 0.05) and between network size and tie strength (beta = 0.530, p < 0.001), and a negative relationship between network diversity and tie strength (beta = -0.474, p < 0.001). Students' perceptions of learning opportunities showed positive relationships with both self-regulated learning (beta = 0.295, p < 0.001) and co-regulatory network size (beta = 0.134, p < 0.01). Characteristics of clerkship contexts influenced both co-regulatory network characteristics (size and tie strength) and relationships between network characteristics, self-regulated learning, and students' perceptions of learning opportunities. Discussion The present study reinforces the importance of co-regulatory networks for medical students' self-regulated learning during clinical clerkships. Findings imply that supporting development of strong networks aimed at frequent co-regulatory interactions may enhance medical students' self-regulated learning in challenging clinical learning environments. Social network approaches offer promising ways of further understanding and conceptualising self- and co-regulated learning in clinical workplaces.
Original language | English |
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Pages (from-to) | 28-35 |
Number of pages | 8 |
Journal | Perspectives on Medical Education |
Volume | 11 |
Issue number | 1 |
Early online date | 30 Apr 2021 |
DOIs | |
Publication status | Published - Jan 2022 |
Keywords
- Self-regulated learning
- Co-regulated learning
- Network characteristics
- Social network analysis
- Clinical clerkship contexts