Self-regulation theory: applications to medical education: AMEE Guide No. 58.
Self-regulation theory, as applied to medical education, describes the cyclical control of academic and clinical performance through several key processes that include goal-directed behaviour, use of specific strategies to attain goals, and the adaptation and modification to behaviours or strategies to optimise learning and performance. Extensive research across a variety of non-medical disciplines has highlighted differences in key self-regulation processes between high- and low-achieving learners and performers. Structured identification of key self-regulation processes can be used to develop specific remediation approaches that can improve performance in academic and complex psycho-motor skills. General teaching approaches that are guided by a self-regulation perspective can also enhance academic performance. Self-regulation theory offers an exciting potential for improving academic and clinical performance in medical education.
Leeds Institute of Medical Education, School of Medicine, University of Leeds, UK. j.e.sandars@leeds.ac.uk
John
J
Sandars
Timothy J
TJ
Cleary
D001519:Behavior; D002983:Clinical Competence / Q000592:standards; D003071:Cognition; D004501:Education, Medical; D006040:Goals; D006801:Humans; D008962:Models, Theoretical; D012927:Social Control, Informal; D012952:Societies