B15 (4): Transitions in medical education – does self-regulated learning help?
Dr Jessica Randall
- To report the results of a literature review into transition to higher education and self-regulated learning in medical students
- To discuss theoretical models of transition and self-regulated learning, and their application to medical education
- To highlight gaps in the evidence for self-regulated learning in medical education and suggest avenues of exploration for future research
It has been theorised that the ability of clinicians to regulate their own learning influences how they adapt to the many transitions they face in their careers, and subsequently their capacity to become lifelong learners. Our literature review explores whether this is the case, particularly within a UK population.
Session hosted by:
Educational research and scholarship
Target audience group:
Target care sector:
Transitions in the medical education pathway