Abstract:
BACKGROUND:There is increasing interest in developing student self-regulated learning skills, especially self-monitoring, to improve academic performance. AIMS:A pilot study to investigate the impact of self-monitoring exercises on calibration accuracy and academic performance in undergraduate medical students on a Biomedical Science (BMS) module. METHOD:A randomised trial of 51 second-year students comparing a structured workbook with and without self-monitoring exercises. RESULTS:Participants significantly improved calibration accuracy after completing the intervention, as well as increased self-efficacy and greater satisfaction with performance. The intervention group significantly improved their BMS exam score compared with the control group. CONCLUSION:A relatively simple intervention seems to have the potential to improve self-monitoring skills and academic performance. Further research is recommended to identify if the development of self-monitoring skills by a similar intervention leads to long-term improvement in academic performance, if low-performing students can significantly benefit from a similar intervention and if there is transfer of improved self-monitoring skills from one context to another.
journal_name
Med Teachjournal_title
Medical teacherauthors
Leggett H,Sandars J,Burns Pdoi
10.3109/0142159X.2012.691188subject
Has Abstractpub_date
2012-01-01 00:00:00pages
751-3issue
9eissn
0142-159Xissn
1466-187Xjournal_volume
34pub_type
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