Identificador persistente para citar o vincular este elemento: http://hdl.handle.net/10553/121986
Título: Self-regulated learning processes across different physiotherapy clinical procedural skills and time intervals: A SRL microanalysis study
Autores/as: Cecilio-Fernandes, Dario
Medina Ramírez, Raquel Irina 
Sandars, John
Costa, Manuel João
Clasificación UNESCO: 32 Ciencias médicas
3201 Ciencias clínicas
321311 Fisioterapia
Palabras clave: Clinical Skill
Health Professions Education
Microanalysis
Self-Regulated Learning
Fecha de publicación: 2023
Publicación seriada: Medical Teacher 
Resumen: Purpose of the study: The performance of a clinical procedural skill by an individual student is associated with their use of Self-Regulated Learning (SRL) processes. However, previous research has not identified if an individual student has a similarity in their use of SRL processes across different clinical procedural skill tasks and at a time interval. The aim of this pilot study was to explore the similarity in the use of SRL processes by individual students across different clinical procedural skill tasks and at a time interval. Methods: SRL-microanalysis was used to collect within-subject data on undergraduate physiotherapy students’ use of the two key SRL processes (planning and monitoring) during their performance of different goniometry clinical procedural skills tasks and also at a fourth month interval. Results: An individual student’s use of key SRL processes across different clinical procedural skill tasks and at a time interval was similar. Also, this similarity was identified for students with initial successful and unsuccessful performances. Conclusion: Our findings have implications for the future wider practical implementation of SRL microanalysis to inform personalised SRL feedback for developing the clinical procedural skills of individual students. Further research with a greater number of students and across a wider range of clinical procedural skills will be required to confirm our findings, and also its effectiveness on feedback and future performance.
URI: http://hdl.handle.net/10553/121986
ISSN: 0142-159X
DOI: 10.1080/0142159X.2023.2198096
Fuente: Medical Teacher [ISSN 0142-159X], (Enero 2023)
Colección:Artículos
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