What Students Value: Attributes of Teachers Who Support Student Self-Regulated Learning in the Clinical Environment

• In Event: Hilton Roundtable Session 5
  In Roundtable Session: Where and How Does Learning Occur? Insights From Professions Education and Training

Abstract

With rapidly evolving clinical practice and medical knowledge, future doctors must be lifelong learners. Implementing a curriculum designed to teach and promote these lifelong learning skills is challenging in a clinical environment. In this mixed-methods study, we examined student evaluations of clinical teaching faculty/residents to identify characteristics and behaviors that support student self-regulated learning (SRL). Results of qualitative data analysis revealed twelve behaviors (e.g., taking time to teach, offering constructive feedback, supporting student goal-directed learning) and three personal characteristics (e.g., role model, supportive) that promote student SRL in the clinical environment. Results of this study will inform the creation of programs and communities in the clinical learning environment that can better support faculty and students in lifelong learning skills.

Authors

• Stephanie B. Corliss, The University of Texas at Austin

• Emily Vinas, University of Texas - Austin

• Andrew David Bergemann, University of Texas at Austin

• Jonathan MacClements, University of Texas - Austin

• Elizabeth Nelson