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Cleary TJ, Durning SJ, Artino AR. Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps. Acad Med. 2016;91(11):1516-1521doi: 10.1097/ACM.0000000000001228.
Cleary, T. J., Durning, S. J., & Artino, A. R. (2016). Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps. Academic medicine : journal of the Association of American Medical Colleges, 91(11), 1516-1521. https://doi.org/10.1097/ACM.0000000000001228
Cleary, Timothy J, et al. "Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps." Academic medicine : journal of the Association of American Medical Colleges vol. 91,11 (2016): 1516-1521. doi: https://doi.org/10.1097/ACM.0000000000001228
Cleary TJ, Durning SJ, Artino AR. Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps. Acad Med. 2016 Nov;91(11):1516-1521. doi: 10.1097/ACM.0000000000001228. PMID: 27191840.
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Acad Med. 2016 Nov;91(11):1516-1521. doi: 10.1097/ACM.0000000000001228.

Microanalytic Assessment of Self-Regulated Learning During Clinical Reasoning Tasks: Recent Developments and Next Steps.

Academic medicine : journal of the Association of American Medical Colleges

Timothy J Cleary, Steven J Durning, Anthony R Artino

Affiliations

  1. T.J. Cleary is associate professor, Graduate School of Applied and Professional Psychology, Rutgers, the State University of New Jersey, Piscataway, New Jersey. S.J. Durning is professor, Department of Medicine and Pathology, Uniformed Services University of the Health Sciences, Bethesda, Maryland. A.R. Artino Jr is professor, Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland.

PMID: 27191840 DOI: 10.1097/ACM.0000000000001228

Abstract

Helping medical educators obtain and use assessment data to assist medical students, residents, and physicians in reducing diagnostic errors and other forms of ineffective clinical practice is of critical importance. Self-Regulated Learning-Microanalytic Assessment and Training is an assessment-to-intervention framework designed to address this need by generating data about trainees' strategic processes (e.g., focusing on clinical task procedures), regulatory processes (e.g., planning how to do a task), and motivational processes (e.g., increasing confidence for performing a task) as they perform clinical activities. In this article, the authors review several studies that have used an innovative assessment approach, called self-regulated learning (SRL) microanalysis, to generate data about how trainees regulate their thinking and actions during clinical reasoning tasks. Across the studies, initial findings revealed that medical students often do not exhibit strategic thinking and action during clinical reasoning practice tasks even though some regulatory processes (e.g., planning) are predictive of important medical education outcomes. Further, trainees' motivation beliefs, strategic thinking, and self-evaluative judgments tend to shift rapidly during clinical skills practice and may also vary across different parts of a patient encounter. Collectively, these findings underscore the value of dynamically assessing trainees' SRL as they complete clinical tasks. The findings also set the stage for exploring how medical educators can best use SRL microanalytic assessment data to guide remedial practices and the provision of feedback to trainees. Implications and future research directions for connecting assessments to intervention in medical education are discussed.

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