Helping students to improve their academic performance: a pilot study of a workbook with self-monitoring exercises.
BACKGROUND
There is increasing interest in developing student self-regulated learning skills, especially self-monitoring, to improve academic performance.


OBJECTIVE
A pilot study to investigate the impact of self-monitoring exercises on calibration accuracy and academic performance in undergraduate medical students on a Biomedical Science (BMS) module.


METHODS
A randomised trial of 51 second-year students comparing a structured workbook with and without self-monitoring exercises.


RESULTS
Participants significantly improved calibration accuracy after completing the intervention, as well as increased self-efficacy and greater satisfaction with performance. The intervention group significantly improved their BMS exam score compared with the control group.


CONCLUSIONS
A relatively simple intervention seems to have the potential to improve self-monitoring skills and academic performance. Further research is recommended to identify if the development of self-monitoring skills by a similar intervention leads to long-term improvement in academic performance, if low-performing students can significantly benefit from a similar intervention and if there is transfer of improved self-monitoring skills from one context to another.
Medical Education Unit, Leeds Institute of Medical Education, The University of Leeds, UK.
Heather
H
Leggett
John
J
Sandars
Philip
P
Burns
D002983:Clinical Competence; D004504:Education, Medical, Undergraduate / Q000379:methods; D004522:Educational Status; D005180:Faculty, Medical; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D008297:Male; D017145:Models, Educational; D012647:Self-Assessment; D013337:Students, Medical; D013663:Teaching / Q000379:methods*; D013782:Textbooks as Topic; D006113:United Kingdom; D055815:Young Adult