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.
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 language | English |
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Awarding Institution |
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Supervisors/Advisors |
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Award date | 25 Sept 2019 |
Place of Publication | Maastricht |
Publisher | |
Print ISBNs | 9789463804653 |
DOIs | |
Publication status | Published - 2019 |
Keywords
- communication skills
- history-taking
- self-directed learning
- monitoring
- accurate self-judgements
- undergraduate medical education