Student views on the role of self-regulated learning in a surgery clerkship.
BACKGROUND
Self-regulated learning, including student-generated learning goals and flexibility in the learning structure are increasingly being used to enhance medical education. The role of these practices in surgical education of medical students has not been studied.


MATERIALS AND METHODS
We administered an 18-question electronic survey to all third-year medical students at Washington University in St. Louis School of Medicine. Of the 126 students invited, 64 responded and 56 were included in the analysis.


RESULTS
We found that third-year medical students develop learning goals at the beginning of the surgery clerkship. Although these learning goals theoretically can be a mechanism for enhanced student-faculty engagement, students are not aware of formal mechanisms for sharing these goals with faculty members. Furthermore, students report a lack of flexibility within the surgery clerkship and discomfort with requesting specific learning opportunities. Finally, students report that they believe increased flexibility could improve student engagement, learning, and the overall clerkship experience.


CONCLUSIONS
We therefore propose that a mechanism for students to share their learning goals with faculty and an infrastructure in which student learning experiences can be tailored to fit with these individualized goals would enhance student surgical learning.
['Lyons-Warren|Ariel M|AM|', 'Kirby|John P|JP|', 'Larsen|Douglas P|DP|']
D000293:Adolescent D000328:Adult D002321:Career Choice D002982:Clinical Clerkship D004504:Education, Medical, Undergraduate D005260:Female D013502:General Surgery D006040:Goals D006801:Humans D007858:Learning D008297:Male D008923:Missouri D000068356:Self-Control D013337:Students, Medical D011795:Surveys and Questionnaires D055815:Young Adult
Self-regulated learning Flexibility Medical student education