Transforming Medical Students' Perceptions Through a Self-Regulated Learning-Driven Emergency Medicine Clerkship Model
10.11307/mededjapan.56.3_149
- VernacularTitle:自己調整学習サイクルを駆動させる救急科診療参加型臨床実習モデルを通じた医学生の認識の変容
- Author:
Chiemi HAMADA
1
;
Chihiro KAWAKAMI
2
;
Rintaro IMAFUKU
3
;
Osamu NOMURA
4
;
Ken OTSUJI
3
;
Takuya SAIKI
4
Author Information
1. Department of Emergency and Intensive Care Medicine, Hospital of the University of Occupational and Environmental Health, Japan
2. Center for Medical Education, University of Occupational and Environmental Health, Japan
3. Research Field of Health Professions Education, Graduate School of Medicine Gifu University
4. Medical Education Development Center, Gifu University
- Keywords:
self-regulated learning;
co-regulated learning;
feedback;
clinical clerkship;
department of emergency medicine
- From:Medical Education
2025;56(3):149-159
- CountryJapan
- Language:Japanese
-
Abstract:
Background: Clinical clerkship training does not always provide an ideal environment for self-regulated learning (SRL) among medical students, and how students manage their learning during this period remains unclear. This study aims to explore how medical students perceive their SRL during clinical clerkship training in the emergency medicine department. Methods: Semi-structured interviews were conducted with 28 fifth-year medical students at University A. Thematic analysis was performed using the SRL cyclical model as a theoretical framework. Results: Eight themes were identified, including the emergence of professional identity through clinical training, the flexible selection of learning goals and tools in uncertain environments, and the appropriate planning of next-day goals and learning strategies through dialogue. Discussion: The findings suggest that dialogue with colleagues, participation in team-based care, and clerkship structures grounded in the cyclical SRL model positively influence the transformation of students' perceptions of SRL.
