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Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum

Journal Article


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Abstract


  • Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed,

    professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and

    ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated

    outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation

    involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree.

    The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and

    reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of

    engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for

    SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in

    and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can

    be integrated into PBL.

Publication Date


  • 2016

Citation


  • Thomas, L., Bennett, S. & Lockyer, L. (2016). Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum. Medical Teacher, 38 (9), 930-935.

Scopus Eid


  • 2-s2.0-84958058743

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1565&context=asdpapers

Ro Metadata Url


  • http://ro.uow.edu.au/asdpapers/550

Has Global Citation Frequency


Number Of Pages


  • 5

Start Page


  • 930

End Page


  • 935

Volume


  • 38

Issue


  • 9

Place Of Publication


  • United Kingdom

Abstract


  • Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed,

    professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and

    ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated

    outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation

    involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree.

    The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and

    reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of

    engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for

    SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in

    and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can

    be integrated into PBL.

Publication Date


  • 2016

Citation


  • Thomas, L., Bennett, S. & Lockyer, L. (2016). Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum. Medical Teacher, 38 (9), 930-935.

Scopus Eid


  • 2-s2.0-84958058743

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1565&context=asdpapers

Ro Metadata Url


  • http://ro.uow.edu.au/asdpapers/550

Has Global Citation Frequency


Number Of Pages


  • 5

Start Page


  • 930

End Page


  • 935

Volume


  • 38

Issue


  • 9

Place Of Publication


  • United Kingdom