ABSTRACT: Divergence in student and educator conceptual structures during auscultation training [Med Educ. 2013] – PubMed – NCBI
Abstract
Context Simulation-based medical education allows trainees to engage in self-regulated learning (SRL), yet research aimed at elucidating the mechanisms of SRL in this context is relatively absent. We compared 'unguided' SRL with 'directed' SRL (DSRL), wherein learners followed an expert-designed booklet. Methods Year 1 medical students (n = 37) were randomly assigned to
