Examining the role of self-regulation and emotion in clinical reasoning: Implications for developing expertise

This paper explores the role that self-regulation and emotions play in establishing a clinical diagnosis in the context of solving a clinical case in BioWorld, a computer supported learning environment designed for medical students to practice clinical reasoning. Group differences between high and l...

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Bibliographic Details
Published in:Medical teacher 2018-08, Vol.40 (8), p.842-844
Main Authors: Lajoie, Susanne P., Zheng, Juan, Li, Shan
Format: Article
Language:English
Subjects:
Adult
Clinical Competence
Clinical Decision-Making
Clinical medicine
Education, Medical, Undergraduate - methods
Emotional regulation
Emotions
Female
Humans
Learning environment
Male
Medical diagnosis
Medical students
North America
Problem-Based Learning - methods
Psychological Tests
Schools, Medical
Self regulation
Self-Control
Students, Medical - psychology
Young Adult
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Summary:This paper explores the role that self-regulation and emotions play in establishing a clinical diagnosis in the context of solving a clinical case in BioWorld, a computer supported learning environment designed for medical students to practice clinical reasoning. Group differences between high and low performers were explored. The results revealed no group differences in overall measures of SRL but high performers spend more time than lows in a subcategory of the reflection phase (reflecting on prioritized evidence and results). A reciprocal role of emotions was demonstrated for clinical reasoning and predicted students' diagnostic performance. High performers showed less negative activating emotions than low performers.
ISSN:0142-159X
1466-187X
DOI:10.1080/0142159X.2018.1484084