Chinese Journal of Medical Education

Chinese Journal of Medical Education >

2020 , Vol. 40 >Issue 10: 774 - 779

DOI: https://doi.org/10.3760/cma.j.cn115259-20190516-00380

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

  • Huang Runzhi ,
  • Zhang Guoyang ,
  • Yang Jun ,
  • Wu Jing ,
  • Liu Ruilin ,
  • Hu Peng ,
  • Zeng Ying ,
  • Wei Chunlan ,
  • Shen Huixia ,
  • Cheng Liming ,
  • Yang Wenzhuo
Expand
  • 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
Huang Runzhi and Zhang Guoyang are contributed equally to the article

Received date: 2019-05-16

  Online published: 2020-12-08

Fold

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

Cite this article

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

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.
Options
Outlines

/

〈 〉