Can Near-Peer Facilitated Small Group Learning Encourage the Development of Self- Regulated Learning Skills in Undergraduate Medical Students?

Maud, Andrew; Graham, Alastair; Church, Helen

Abstract

Background: Literature suggests that undergraduate medical students lack Self-Regulated Learning (SRL) skills, including goal-setting, monitoring progress and reflection, which are required for professional practice and lifelong learning. This research project evaluated the development of undergraduates’ SRL skills following the introduction of a SRL-focused near-peer facilitated small group learning programme in an UK Medical School.
Summary of Work: Mixed Methods were used to gather students’ perceptions of small group learning, near-peer facilitation and SRL development through an online questionnaire and focus groups. Near-peer facilitators’ observations of changes in students’ approach to learning were also explored through focus groups. Statistical and thematic analyses were carried out on the quantitative and qualitative data collected.
Summary of Results: Of the 105 questionnaire respondents (response rate from entire cohort=44.3%), 76.1% reported that they had become more self-regulated in their learning. Students who already identified as self-regulated articulated an increased awareness of SRL. One major barrier to students’ development of SRL was their failure to recognise its importance to their future medical practice. Over 90% of participants agreed with the questionnaire items “small group discussions are effective for my learning” and “it was beneficial to have a senior medical student as the facilitator”.
Discussion and Conclusions: Building upon existing literature findings, participants reported small group discussions as helpful in identifying future learning goals and subsequently developing their SRL skills. Near-peers were perceived as effective facilitators of students’ SRL development due to their social congruence with students and their first-hand experience of the medical curriculum. Near-peers also expressed that their teaching skills developed through their involvement with the programme, indicating the reciprocity of skills development to all those involved.
Take-home Messages: SRL-focused near-peer facilitated small group learning programme can encourage the development of SRL skills in undergraduate medical students. Medical education providers may wish to consider introducing such teaching initiatives into their undergraduate curricula to the benefit of both their students and near-peer facilitators.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: AMEE 2020
• Conference Location: Virtual Online Conference
• Start Date: Sep 7, 2020
• End Date: Sep 9, 2020
• Deposit Date: May 4, 2021
• Publicly Available Date: May 19, 2021
• Public URL: https://nottingham-repository.worktribe.com/output/5507961
• Related Public URLs: https://amee.org/conferences/amee-past-conferences/amee-2020