Examining Changes to Self-Regulated Learning during Competency-based Professional Training

• Author(s) / Creator(s)

  • Ross, Shelley

• SSHRC Awarded IG 2018: The goal of this research is to explore professionals' self-assessment and engagement in self-regulated training, using a medical education program as proxy for other professional training programs. Professionals must be able to stay current in skills and knowledge. Being able to maintain and improve upon competencies effectively through self-directed lifelong learning requires accurate self-assessment and engagement in self-regulated learning (SRL). Self-regulated learners in general student populations (elementary school, high school or university) have consistently been able to plan their time, organize their approaches and study strategies, prioritize use of materials and tools, and to be flexible in their approaches to learning. However, there has been little research into engagement in SRL in professional training programs. The findings from this research will contribute to the development of safer, more effective professionals who serve and care for Canadians.

• Date created

  2017-10-16

• Subjects / Keywords

  • Self-regulated Learning
  • Competency-based Education
  • Curriculum
  • Lifelong Learning
  • Medicine
  • Post-Secondary Education and Research
  • Education
  • SRL
  • Professional Education
  • Measurement
  • Self-Assessment
  • Higher Education
  • Educational Psychology
  • Successfull SSHRC
  • Steam A
  • Employment and Labour
  • Evaluation
  • Grant Application
  • IG
  • Insight Grant
  • 2018
  • Canada

• Type of Item

  Research Material

• DOI

  https://doi.org/10.7939/R30K26S84

• License

  © Shelley Ross. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2025.