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You searched for id:"oai:etheses.bham.ac.uk:7938". One record found.

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University of Birmingham

1. Merricks, Beverley Ann. The use of a self-regulated learning conceptual framework to investigate students’ engagement with individualised feedback from summative clinical examinations at a UK medical school.

Degree: The School of Education, 2017, University of Birmingham

Research regarding students’ engagement with feedback from objective structured clinical examinations (OSCEs) is currently limited. Medical students at the University of Birmingham are provided with individual comments from examiners on their performance in summative OSCEs. This thesis explores student engagement with feedback in this context, and if engagement differs depending on the level of performance in the OSCE. A self-regulated learning (SRL) conceptual framework was devised to illustrate how effective learners incorporate feedback into their learning routines, highlighting the role of reflection in this process. Three empirical studies were conducted to appraise the SRL framework. An interview study (N=11) found that students at different performance levels in the OSCE had contrasting approaches to engaging with their feedback. However, two questionnaire studies (N=180 & 233) with sub-scales to assess the level of student engagement with feedback and their propensity to reflect on their learning, found that the majority of respondents claim to cognitively engage with feedback, whilst a lower number act to improve clinical skills or knowledge. The majority of the respondents were assessed as being reflective learners. Therefore there was no association between performance levels and these attributes. There was a statistically significant association between the engagement and reflection scales, suggesting that these may be related as hypothesised in the SRL conceptual framework, but a causal relationship cannot be asserted from these results. The findings of this research indicate a gap in the current level of engagement with feedback between cognitive engagement and action. Suggestions are made for activities to ameliorate this situation, which may be relevant for similar contexts.

Subjects/Keywords: LB Theory and practice of education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Merricks, B. A. (2017). The use of a self-regulated learning conceptual framework to investigate students’ engagement with individualised feedback from summative clinical examinations at a UK medical school. (Thesis). University of Birmingham. Retrieved from http://etheses.bham.ac.uk/7938/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Merricks, Beverley Ann. “The use of a self-regulated learning conceptual framework to investigate students’ engagement with individualised feedback from summative clinical examinations at a UK medical school.” 2017. Thesis, University of Birmingham. Accessed January 16, 2018. http://etheses.bham.ac.uk/7938/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Merricks, Beverley Ann. “The use of a self-regulated learning conceptual framework to investigate students’ engagement with individualised feedback from summative clinical examinations at a UK medical school.” 2017. Web. 16 Jan 2018.

Vancouver:

Merricks BA. The use of a self-regulated learning conceptual framework to investigate students’ engagement with individualised feedback from summative clinical examinations at a UK medical school. [Internet] [Thesis]. University of Birmingham; 2017. [cited 2018 Jan 16]. Available from: http://etheses.bham.ac.uk/7938/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Merricks BA. The use of a self-regulated learning conceptual framework to investigate students’ engagement with individualised feedback from summative clinical examinations at a UK medical school. [Thesis]. University of Birmingham; 2017. Available from: http://etheses.bham.ac.uk/7938/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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