Relinquishing control? Supervisor co-regulation may disrupt students ’ self-regulated learning during simulation-based training

We examined diagnostic accuracy and learning trace data across sessions, and conducted semi-structured interviews to explore participants’ understandings of t heir underlying choices and learning strategies. SRL participants’ outcomes were non-inferior to Co-RL participants on the immediate post-test and retention test, but not on the PFL assessment (i.e., inconclusive). Analyzing interview transcripts (N = 31) generated three themes: perceived util ity of initial learning supports for future learning; SRL strategies and sequencing of murmurs; and perceived control over learning across sessions. Co-RL participants regularly described relinquishing control of learning to supervisors and regaining it when on their own. For some trainees, Co-RL se emed to interfere with their situated and future SRL. We posit that transient clinical training sessions, typical in simulation-based and workplace-based settings, may not allow the ideal processes of Co-RL to unfold between supervisor and trainee. Future research must examine how supervisors and tr ainees can share accountability to develop the shared mental models that underlie effective Co-RL.
Source: Advances in Health Sciences Education - Category: Universities & Medical Training Source Type: research