Investigating the role of self-assessment in enhancing self-regulated learning amongst medical students in problem-based learning
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| Publicat a: | BMC Medical Education vol. 25 (2025), p. 1 |
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Springer Nature B.V.
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 001 | 3216559349 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-07359-5 |2 doi | |
| 035 | |a 3216559349 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Khoiriyah, Umatul | |
| 245 | 1 | |a Investigating the role of self-assessment in enhancing self-regulated learning amongst medical students in problem-based learning | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Goal setting | ||
| 653 | |a Accuracy | ||
| 653 | |a Self evaluation | ||
| 653 | |a Teaching methods | ||
| 653 | |a Task analysis | ||
| 653 | |a Medical students | ||
| 653 | |a Medical practices | ||
| 653 | |a Feedback | ||
| 653 | |a Skills | ||
| 653 | |a Active learning | ||
| 653 | |a Lifelong learning | ||
| 653 | |a Educational objectives | ||
| 653 | |a Hypotheses | ||
| 653 | |a Peers | ||
| 653 | |a Metacognition | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Problem based learning | ||
| 653 | |a Independent study | ||
| 653 | |a Education | ||
| 653 | |a Medical education | ||
| 653 | |a Instructional Improvement | ||
| 653 | |a Learning Activities | ||
| 653 | |a Creative Thinking | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Medical Evaluation | ||
| 653 | |a Goal Orientation | ||
| 653 | |a Novices | ||
| 653 | |a Beliefs | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Formative Evaluation | ||
| 653 | |a Progress Monitoring | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Performance Based Assessment | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Educational Needs | ||
| 653 | |a Low Achievement | ||
| 700 | 1 | |a Roberts, Chris | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3216559349/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3216559349/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3216559349/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |