Exploring the Role of Peer Advice in Self-Regulated Learning: Metacognitive, Social, and Environmental Factors

被引：5

作者：

Rashid, Hanin ^{[1
]}

Lebeau, Robert ^{[2
]}

Saks, Norma ^{[2
]}

Cianciolo, Anna T. ^{[3
]}

Artino, Anthony R. ^{[4
]}

Shea, Judy A. ^{[5
]}

ten Cate, Olle ^{[6
]}

机构：

[1] Rutgers Robert Wood Johnson Med Sch, Dept Psychiat, New Brunswick, NJ USA

[2] Rutgers Robert Wood Johnson Med Sch, Cognit Skills Program, New Brunswick, NJ USA

[3] Southern Illinois Univ, Dept Med Educ, Sch Med, 913 N Rutledge St, Springfield, IL 62794 USA

[4] Uniformed Serv Univ Hlth Sci, Dept Med, Room A3060, Bethesda, MD 20814 USA

[5] Univ Penn, Dept Med, Philadelphia, PA 19104 USA

[6] Univ Utrecht, Ctr Res & Dev Educ, Utrecht, Utrecht, Netherlands

来源：

TEACHING AND LEARNING IN MEDICINE | 2016年 / 28卷 / 04期

关键词：

Academic support; help-seeking; learning environment; peer advice; self-regulated learning; MEDICAL-EDUCATION; HELP-SEEKING; STUDENTS; FEEDBACK;

D O I：

10.1080/10401334.2016.1217225

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Northeast Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the pilot study. These thoughts explore the metacognitive, social, and environmental mechanisms whereby advice plays a role in self-regulated learning.

引用

页码：353 / 357

页数：5

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