Establishment of nomograms models predicting self-regulated learning levels of medical undergraduates

doi:10.3760/cma.j.cn115259-20190516-00380

Chinese Journal of Medical Education ›› 2020, Vol. 40 ›› Issue (10): 774-779.DOI: 10.3760/cma.j.cn115259-20190516-00380

Establishment of nomograms models predicting self-regulated learning levels of medical undergraduates

Huang Runzhi¹, Zhang Guoyang², Yang Jun³, Wu Jing⁴, Liu Ruilin⁵, Hu Peng⁶, Zeng Ying⁷, Wei Chunlan⁸, Shen Huixia⁹, Cheng Liming¹⁰, Yang Wenzhuo⁷

¹Doctor Degree Candidate, Surgery Major, Enrolled in 2018, Tongji University School of Medicine, Shanghai 200092, China;
²Master Degree Candidate, Higher Education Major, Enrolled in 2017, Graduate School of Education, Shanghai Jiao Tong University, Shanghai 200240, China;
³Practical Training Center, Tongji University School of Medicine, Shanghai 200070, China;
⁴Department of Propaganda, the First Affiliated Hospital of Zhengzhou University, Zhengzhou 450052, China;
⁵Department of Respiratory, Tongji Hospital, Tongji University School of Medicine, Shanghai 200065, China;
⁶Department of Orthopedics, the First Affiliated Hospital of Zhengzhou University, Zhengzhou 450052, China;
⁷Tongji University School of Medicine, Shanghai 200092, China;
⁸Medical Examination Center, Tongji University School of Medicine, Shanghai 200092, China;
⁹Foreign Affairs Office, Tongji University School of Medicine, Shanghai 200092, China;
¹⁰Tongji University School of Medicine, Shanghai 200065

Received:2019-05-16 Online:2020-10-01 Published:2020-12-08
Contact: Yang Wenzhuo, Email: yangwenzhuo2002@163.com, Tel: 0086-21-66111520
About author:Huang Runzhi and Zhang Guoyang are contributed equally to the article

Abstract

Abstract: Objective To construct nomograms for predicting self-regulated learning levels of Chinese medical undergraduates. Methods In the 2018-2019 academic year, the college students' self-regulated learning scale was used to investigate the self-regulated learning ability of 1 187 students from three medical schools. The multi-factor regression was used to identify the influencing factors of the self-regulated learning ability while the prediction models for predicting self-regulated learning levels of Chinese medical undergraduates were constructed based on the multi-factor regression models. Results The total self-regulated learning score of the medical students in three school was 401.03 on average. The multivariable analysis suggested that GPA, teaching model, primary caregivers, medical study time per week, interest in medicine, peer influences and learning atmosphere were independent indicators for self-regulated learning levels. The C-index of nomograms model is 0.746. Conclusions Nomograms models worked well in predicting the self-regulated learning levels of Chinese medical undergraduates.

Key words: Medical undergraduate, Self-regulated learning, Nomogram

CLC Number:

R0
R-05

Huang Runzhi, Zhang Guoyang, Yang Jun, Wu Jing, Liu Ruilin, Hu Peng, Zeng Ying, Wei Chunlan, Shen Huixia, Cheng Liming, Yang Wenzhuo. Establishment of nomograms models predicting self-regulated learning levels of medical undergraduates[J]. Chinese Journal of Medical Education, 2020, 40(10): 774-779.

References

[1] Balachandran VP, Gonen M, Smith JJ, et al. Nomograms in oncology: more than meets the eye[J]. Lancet Oncol,2015,16(4):e173-e180. DOI: 10.1016/S1470-2045(14)71116-7.
[2]Badiyepeymaie Jahromi Z, Mosalanejad L. Integrated method of teaching in web quest activity and its impact on undergraduate students' cognition and learning behaviors: a future trend in medical education[J]. Glob J Health Sci, 2015,7(4):249-259. DOI: 10.5539/gjhs.v7n4p249.
[3]Zimmerman BJ. Becoming a self-regulated learner: an overview[J]. Theory Into Practice,2002,41(2):64-70.DOI:10.1207/s15430421tip4102_2.
[4]Artino AR Jr, Hemmer PA, Durning SJ. Using self-regulated learning theory to understand the beliefs, emotions, and behaviors of struggling medical students[J]. Acad Med,2011,86(10 Suppl):S35-S38.DOI:10.1097/ACM.0b013e31822a603d.
[5]White CB. Smoothing out transitions: how pedagogy influences medical students' achievement of self-regulated learning goals[J]. Adv Health Sci Educ Theory Pract,2007,12(3):279-297.DOI:10.1007/s10459-006-9000-z.
[6]白丽, 张晓杰, 韩云峰,等.医学生自主学习状况调查分析[J].中华医学教育探索杂志,2016,15(7):730-733. DOI:10.3760/cma.j.issn.2095-1485.2016.07.018.
[7]Turan S, Demirel O, Sayek I. Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula[J]. Med Teach, 200931(10):e477-e483. DOI: 10.3109/01421590903193521.
[8]Langendyk V. Not knowing that they do not know: self-assessment accuracy of third-year medical students[J].Med Educ,2006,40(2):173-179.DOI:10.1111/j.1365-2929.2005.02372.x.
[9]教育部临床医学专业认证工作委员会秘书处.中国本科医学教育标准——临床医学专业(2016版)[M]. 北京:北京大学医学出版社,2018:7,11-12,26.
[10]Yang J, Zhang G, Huang R, et al. Nomograms predicting self-regulated learning levels in Chinese undergraduate medical students[J]. Front Psychol, 2019, 10:2858. DOI: 10.3389/fpsyg.2019.02858.
[11]朱祖德,王静琼,张卫, 等.大学生自主学习量表的编制[J].心理发展与教育,2005,21(3):60-65. DOI:10.3969/j.issn.1001-4918.2005.03.012.
[12]Jouhari Z, Haghani F, Changiz T. Assessment of medical students' learning and study strategies in self-regulated learning[J].J Adv Med Educ Prof,2016,4(2):72-79.
[13]Van HMA, Berkhout JJ , Nynke VD , et al. self-regulated learning in the clinical context: a systematic review[J]. Med Educ, 2018, 52(10):1008-1015. DOI: 10.1111/medu.13615.

Establishment of nomograms models predicting self-regulated learning levels of medical undergraduates

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 4

Recommended Articles

Metrics

Comments

[1]	Wei Yumin, Zhong Zhiyong, Zou Yuxian, Gao Ya. Study on psychological stress and coping style of medical undergraduates in ophthalmic clinical practice [J]. Chinese Journal of Medical Education, 2020, 40(8): 590-593.
[2]	Song Yuqing, Zhang Ting, Chen Hong. Application and effect of inter-professional education program in medical undergraduate education [J]. Chinese Journal of Medical Education, 2018, 38(4): 499-502.
[3]	Zhang Hui, Cheng Huaqin, Cai Jingyi, Chen Juan. The development of medical undergraduates’ general ability evaluation questionnaire [J]. Chinese Journal of Medical Education, 2018, 38(3): 407-410.
[4]	Li Wen, Lu Wenli, Ding Lanjun, Liang Xuan, Wang Yuan. The relationship of achievement motivation and professional identity of medical undergraduate [J]. Chinese Journal of Medical Education, 2018, 38(2): 218-221.