Monitoring and regulation of learning in medical education: The need for predictive cues

de Bruin, Anique B H; Dunlosky, John; Cavalcanti, Rodrigo B

doi:10.1111/medu.13267

Cited by 112Innovations in Medical EducationInnovative Teaching and Learning MethodsClinical Reasoning and Diagnostic Skills

Monitoring and regulation of learning in medical education: The need for predictive cues

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de Bruin, Anique B H, Dunlosky, John, Cavalcanti, Rodrigo B·2017·Medical Education

DOI 10.1111/medu.13267PMC PMC5434949

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Abstract

CONTEXT: Being able to accurately monitor learning activities is a key element in self-regulated learning in all settings, including medical schools. Yet students' ability to monitor their progress is often limited, leading to inefficient use of study time. Interventions that improve the accuracy of students' monitoring can optimise self-regulated learning, leading to higher achievement. This paper reviews findings from cognitive psychology and explores potential applications in medical education, as well as areas for future research. COGNITIVE PSYCHOLOGY: Effective monitoring depends on students' ability to generate information ('cues') that accurately reflects their knowledge and skills. The ability of these 'cues' to predict achievement is referred to as 'cue diagnosticity'. Interventions that improve the ability of students to elicit predictive cues typically fall into two categories: (i) self-generation of cues and (ii) generation of cues that is delayed after self-study. Providing feedback and support is useful when cues are predictive but may be too complex to be readily used. APPLICATION TO MEDICAL EDUCATION: Limited evidence exists about interventions to improve the accuracy of self-monitoring among medical students or trainees. Developing interventions that foster use of predictive cues can enhance the accuracy of self-monitoring, thereby improving self-study and clinical reasoning. First, insight should be gained into the characteristics of predictive cues used by medical students and trainees. Next, predictive cue prompts should be designed and tested to improve monitoring and regulation of learning. Finally, the use of predictive cues should be explored in relation to teaching and learning clinical reasoning. CONCLUSIONS: Improving self-regulated learning is important to help medical students and trainees efficiently acquire knowledge and skills necessary for clinical practice. Interventions that help students generate and use predictive cues hold the promise of improved self-regulated learning and achievement. This framework is applicable to learning in several areas, including the development of clinical reasoning.

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A thorough analysis of both the criterion task and of the optimal way to generate cues that indicate where students stand in relation to the criterion task is needed to design effective cue prompts.
“A thorough analysis of both the criterion task and of the optimal way to generate cues that indicate where students stand in relation to the criterion task is needed to design effective cue prompts (De Bruin et al., 2017).”
From Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017) · cites this paper as De Bruin et al., 2017

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Authors: de Bruin, A. B. H., Dunlosky, J., & Cavalcanti, R. B.
Affiliations: Maastricht University Maastricht The Netherlands
Kent State University (US)
University of Toronto (CA)
ORCID: Dunlosky, John
Cavalcanti, Rodrigo B
Venue: Medical Education
Publisher: Wiley
Published: 2017-03-23
Volume: 51
Issue: 6
Pages: 575-584
ISSN: 0308-0110 (ISSN-L)
1365-2923
DOI: 10.1111/medu.13267
PMC: PMC5434949
OpenAlex: W2600939863
Cited by: 112
References: 39
Citations by year: 2026: 10 · 2025: 5 · 2024: 15 · 2023: 14 · 2022: 11 · 2021: 14 · 2020: 20 · 2019: 14 · 2018: 6 · 2017: 2
FWCI: 1.86
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by
creativecommons.org/licenses/by/4.0/ (vor)
Locations: Medical Education (publishedVersion, cc-by)
Europe PMC (PubMed Central) (publishedVersion, other-oa)
PubMed Central (publishedVersion, cc-by)
PubMed (publishedVersion)
Research Publications (Maastricht University) (publishedVersion, cc-by)
Research Publications (Maastricht University) (submittedVersion, other-oa)
Funders: Dutch Science Foundation (016.115.123)
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
Keywords: student self-regulation, self-monitoring, predictive cues, medical students, medical trainees, self-directed learning, clinical reasoning, feedback, learning regulation
MeSH terms: Self-Control, Cues, Education, Medical, Undergraduate, Humans, Learning, Motivation, Schools, Medical, Students, Medical

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Monitoring and regulation of learning in medical education: The need for predictive cues

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