The DOI matches its Crossref record; 56 of the 56 references it cites were found in a registry or an index.
Self-regulation theory: Applications to medical education: AMEE Guide No. 58
Abstract
Self-regulation theory, as applied to medical education, describes the cyclical control of academic and clinical performance through several key processes that include goal-directed behaviour, use of specific strategies to attain goals, and the adaptation and modification to behaviours or strategies to optimise learning and performance. Extensive research across a variety of non-medical disciplines has highlighted differences in key self-regulation processes between high- and low-achieving learners and performers. Structured identification of key self-regulation processes can be used to develop specific remediation approaches that can improve performance in academic and complex psycho-motor skills. General teaching approaches that are guided by a self-regulation perspective can also enhance academic performance. Self-regulation theory offers an exciting potential for improving academic and clinical performance in medical education.
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Citations
Cites
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Cited by
Motivation to learn: an overview of contemporary theories
Cook, D. A., & Artino, A. R. (2016) · Medical Education · doi:10.1111/medu.13074 · Cited by 1,040
LaDonna, K. A., Ginsburg, S., & Watling, C. (2018) · Academic Medicine · doi:10.1097/acm.0000000000002046 · Cited by 298
Self‐regulated learning in the clinical context: a systematic review
van Houten‐Schat, M. A., Berkhout, J. J., van Dijk, N., Endedijk, M. D., Jaarsma, A. D. C., & Diemers, A. D. (2018) · Medical Education · doi:10.1111/medu.13615 · Cited by 289
Relationship between metacognitive awareness and motivation to learn in medical students
Siqueira, M. A. M., Gonçalves, J. P., Mendonça, V. S., Kobayasi, R., Arantes-Costa, F. M., Tempski, P. Z., & Martins, M. D. A. (2020) · BMC Medical Education · doi:10.1186/s12909-020-02318-8 · Cited by 88
Digital training for building resilience: systematic review, meta-analysis, and meta-regression
Ang, W. H. D., Chew, H. S. J., Dong, J., Yi, H., Mahendren, R., & Lau, Y. (2022) · Stress and Health · doi:10.1002/smi.3154 · Cited by 83
“Further, digital training comprises of skills that enhance one to adopt self‐regulation skills, which has been described as a means to facilitate one to adopt strategies and behavioural changes to regulate their anxiety (Sandars & Cleary, 2011).”
Background
Metadata
- Authors
- Sandars, J., & Cleary, T. J.
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2011-10-24
- Volume
- 33
- Issue
- 11
- Pages
- 875-886
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2133475228
- Cited by
- 295
- References
- 56
- FWCI
- 7.94
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
