Table 2 Potential Challenges in Self-Regulated Learning Skill Application and Potential Solutions Offered by SRL-Inspired Interventions
Challenge: | Classroom Intervention Solution: | Academic Coaching Intervention Solution: |
|---|---|---|
● Students discover that learning strategies which were effective in previous settings may now seem inefficient, particularly in active, team-based learning environments, but breaking learning habits can be difficult. In comparison to passive learning strategies (e.g. re-reading and excessive notetaking), the use of novel SRL skills may be associated with a learning curve and lack of instant gratification. | ● Faculty share literature and evidence-base supporting the long-term benefit of utilizing SRL skills and learning strategies. ● Students learn and discuss specific steps for implementation of active learning strategies (e.g. consolidation, self-quizzing) which may help improve efficiency and retention of material. ● Introducing the concept of self-regulated learning may encourage adaptability and openness to trying new and potentially more suitable ways of processing information for sustainable learning. | ● Guided application and real-time practice of specific learning skills during coaching sessions inspires confidence for independent use of new evidence-based strategies. ● Students develop a tailored learning plan and set educational goals with their academic coach, allowing for identification of areas where efficiency may be enhanced with new study skills. |
● Students often recognize the value of reflection, goal setting, and using evidence-based learning strategies, however finding the time for engaging in these SRL skills is a limiting factor, especially when faced with large amounts of new information to learn. | ● Designated in-class session provides students with protected time and space for reflection and goal setting. ● Provision of reflection journals may decrease barriers to continued, routine reflection outside of class. ● Faculty explain the ways in which the course structure and curriculum are designed to support students’ ongoing application of effective learning strategies: ○ Interleaving of basic science topics ○ Integration of clinical knowledge into basic science courses ○ Incorporation or readiness assessments/pre-class quizzes | ● Coaching sessions are guided by student reflections with the added benefit of external feedback. ● Discussing goals and areas for growth improve recognition of the ways SRL skills complement as opposed to detract from efficiency in learning in the long-term. |
● Focusing on areas of academic weakness may be psychologically challenging and students may develop feelings of uncertainty regarding the efficiency of their learning skills. | ● Guided discussions in small groups allows for discovery of shared challenges and experiences in both independent studying and classroom learning. ● Collaboratively brainstorming solutions to learning challenges in teams may encourage a system of peer support and understanding. | ● Introducing important lifelong learning concepts including growth mindset, positivity in learning, and psychological safety may decrease anxiety and stress of identifying and addressing gaps in knowledge and areas for growth. ● Discussions with the academic coach allow for reassurance and normalization of initial discomfort with the learning adaptation process and transition to medical school. |