Informed self-assessment during the transition to medical school: a longitudinal narrative study.

ABSTRACT:

Objectives

To explore how medical students' narratives of informed self-assessment (ISA) change during their first 18 months of study.

Design

This longitudinal study used student narratives drawn from qualitative interviews and written reflections during the transition to medical school, to examine changes in ISA. Our analysis was informed by Situated Cognition Theory which recognises the impact and interplay of personal and environmental factors in cognition.

Setting

To study medicine, first year students need to adapt their self-regulated learning in the context of a new peer group, study demands and educational culture. During this adaptation, students need to seek and interpret available cues to inform their self-assessment.

Participants

Longitudinal data w

SUBMITTER: McDonald J 

PROVIDER: S-EPMC9806099 | biostudies-literature | 2022 Dec

REPOSITORIES: biostudies-literature