Self-regulated learning of history-taking: Looking for predictive cues

Michaela Wagner-Menghin

Research output: ThesisDoctoral ThesisInternal

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Abstract

Undergraduate medical students learning history-taking in the clinical workplace often need to rely on self-judging their patient-communication performance to self-regulate their learning. Yet, it has been well established that in general students are inaccurate in self-judging, mostly because they base their judgements on information (=cues) that is not predictive of their current or their later performance.
To gain further insight in how to boost self-regulated learning of history-taking by improving students’ use of predictive cues this thesis addresses students’ and supervisors’ cue-utilisation when self-judging or judging patient-communication during history-taking. To deal with the complexity of history-taking a self-regulation model of history-taking is presented. It can be used to develop so called metacognitive prompts, which help students to look for predictive cues and thus self-judge more accurately.
Original languageEnglish
Awarding Institution
  • Maastricht University
Supervisors/Advisors
  • van Merriënboer, Jeroen, Supervisor
  • de Bruin, Anique, Supervisor
Award date25 Sep 2019
Place of PublicationMaastricht
Publisher
Print ISBNs9789463804653
DOIs
Publication statusPublished - 2019

Keywords

  • communication skills
  • history-taking
  • self-directed learning
  • monitoring
  • accurate self-judgements
  • undergraduate medical education

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