Investigating the role of self-assessment in enhancing self-regulated learning amongst medical students in problem-based learning

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Detalles Bibliográficos
Publicado en:	BMC Medical Education vol. 25 (2025), p. 1
Autor principal:	Khoiriyah, Umatul
Otros Autores:	Roberts, Chris
Publicado:	Springer Nature B.V.
Materias:	Goal setting Accuracy Self evaluation Teaching methods Task analysis Medical students Medical practices Feedback Skills Active learning Lifelong learning Educational objectives Hypotheses Peers Metacognition Self-efficacy Problem based learning Independent study Education Medical education Instructional Improvement Learning Activities Creative Thinking Learning Strategies Academic Achievement Medical Evaluation Goal Orientation Novices Beliefs Evaluative Thinking Educational Assessment Formative Evaluation Progress Monitoring Outcomes of Education Performance Based Assessment Learner Engagement Educational Needs Low Achievement
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Descripción
Resumen:	BackgroundLifelong learning is integral to providing safe and effective healthcare. This requires effective strategies for self-regulated learning (SRL). Problem-based learning (PBL) is one recognized method for fostering SRL skills. While self-assessment is known to promote SRL, its effectiveness within PBL tutorials, especially for new medical students, remains underexplored. Given the established evidence of self-assessment’s impact on SRL, this study examines its role specifically within PBL to explore whether it enhances self-regulatory processes in novice learners.MethodsUsing a post-positivist approach, a multi-method study was conducted, with Zimmerman’s SRL framework as a theoretical lens. A correlation analysis assessed the relationship between self-assessment and SRL. A pre-test post-test interventional study without a control group measured changes in SRL following implementation of self-assessment. Hierarchical multiple regression analysis was conducted to assess whether self-assessment predict students’ self-regulated learning improvement. The intervention used a previously validated tool the “Self-assessment Scale for Active learning and Critical Thinking (SSACT).” Additionally, qualitative methods explored the impact of self-assessment on SRL skills in the PBL tutorial context.ResultsOur findings indicate a positive correlation between self-assessment and SRL, suggesting a potential dynamic relationship between the two constructs. The students’ motivation after implementation of self-assessment is significantly increased. Self-assessment played a crucial role on the development of students’ self-regulated learning. Qualitative analysis reveals that self-assessment contributes to heightened self-awareness, goal orientation, and effective task planning among medical students in PBL tutorials. Furthermore, the provision of external feedback and revision opportunities enhanced students’ self-regulation in the learning process.ConclusionThis study sheds light on the promising role of self-assessment in augmenting SRL skills among novice medical students within PBL settings. The findings underscore the potential of self-assessment as a valuable tool to cultivate self-regulation. By bridging the gap in understanding the impact of self-assessment on SRL within PBL, this research not only contributes valuable insights but also informs the design of effective educational interventions. The use of a validated self-assessment tool can empower medical learners to develop the crucial skill of self-regulation, thereby enhancing their overall educational experience.
ISSN:	1472-6920
DOI:	10.1186/s12909-025-07359-5
Fuente:	Healthcare Administration Database