Enhancing trainee clinical scientists' self-regulated learning in the workplace.

ABSTRACT:

Background

Trainee health professionals must be competent self-regulated learners, particularly when learning in busy, unpredictable clinical settings. Whilst research indicates self-regulated learning (SRL) is influenced both by learners' individual actions and their interactions with others, how these combine to foster SRL requires further exploration. We have used Zimmerman's learner-focused SRL model and the situative perspective of communities of practice (CoPs) to investigate how UK trainee clinical scientists regulate their learning. Our aims were to develop a holistic understanding of SRL in the clinical workplace incorporating both individual and social aspects and to suggest ways of maximising learning for trainee clinical scientists and other health professionals.

Met

SUBMITTER: Smith M 

PROVIDER: S-EPMC9541242 | biostudies-literature | 2022 Oct

REPOSITORIES: biostudies-literature