How self-regulated learning influences undergraduate medical students to conduct student-centred learning: a scoping review protocol
Introduction Self-regulated learning is one of the influencing factors in successful learning. There is a need to understand the factors influencing self-regulated learning in undergraduate medical students in implementing a student-centred learning curriculum. This scoping review aims to systematic...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMJ Publishing Group
2023-10-01
|
| Series: | BMJ Open |
| Online Access: | https://bmjopen.bmj.com/content/13/10/e072675.full |
| _version_ | 1797641345329790976 |
|---|---|
| author | Savitri Shitarukmi Mora Claramita Gandes Retno Rahayu |
| author_facet | Savitri Shitarukmi Mora Claramita Gandes Retno Rahayu |
| author_sort | Savitri Shitarukmi |
| collection | DOAJ |
| description | Introduction Self-regulated learning is one of the influencing factors in successful learning. There is a need to understand the factors influencing self-regulated learning in undergraduate medical students in implementing a student-centred learning curriculum. This scoping review aims to systematically identify and map undergraduate medical students’ self-regulated learning during student-centred learning implementation and to learn the tools used to measure it.Methods and analysis The scoping review will use Arksey and O’Malley’s proposed five-stage framework guideline. A search for published literature between 2012 and 2022 in the five electronic databases of EBSCOHost, Science Direct, Scopus, ProQuest and PubMed will be conducted using keywords to identify relevant studies. Articles will be limited to the English language. Mendeley software will eliminate duplicates, and results will be exported into abstracts for two stages of the screening process: title and abstract reviews and full-text reviews. The selection process of eligible literature will be reported using the Preferred Reporting Items of Systematic Reviews and Meta-Analyses Extension for Scoping Reviews checklist recommendations. Studies using qualitative and quantitative data from all world regions will be considered. To be included, studies should examine medical students’ self-regulated learning in a student-centred learning approach curriculum. A data chart will capture relevant information from all the included studies. As a scoping review, no assessment of the studies’ quality and risk of bias will be made. Results will be presented in tabular form and a narrative report.Ethics and dissemination No Ethics Committee or Institutional Board approval is required. The findings of this study will be disseminated through peer-reviewed publications, conference presentations and professional networks. |
| first_indexed | 2024-03-11T13:44:17Z |
| format | Article |
| id | doaj.art-7cab5c32c30d4b9ab1737fbfe0fd1c77 |
| institution | Directory Open Access Journal |
| issn | 2044-6055 |
| language | English |
| last_indexed | 2024-03-11T13:44:17Z |
| publishDate | 2023-10-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Open |
| spelling | doaj.art-7cab5c32c30d4b9ab1737fbfe0fd1c772023-11-02T11:00:07ZengBMJ Publishing GroupBMJ Open2044-60552023-10-01131010.1136/bmjopen-2023-072675How self-regulated learning influences undergraduate medical students to conduct student-centred learning: a scoping review protocolSavitri Shitarukmi0Mora Claramita1Gandes Retno Rahayu2Department of Medical Education and Bioethics, Universitas Gadjah Mada, Yogyakarta, IndonesiaDepartment of Medical Education and Bioethics, Universitas Gadjah Mada, Yogyakarta, IndonesiaDepartment of Medical Education and Bioethics, Universitas Gadjah Mada, Yogyakarta, IndonesiaIntroduction Self-regulated learning is one of the influencing factors in successful learning. There is a need to understand the factors influencing self-regulated learning in undergraduate medical students in implementing a student-centred learning curriculum. This scoping review aims to systematically identify and map undergraduate medical students’ self-regulated learning during student-centred learning implementation and to learn the tools used to measure it.Methods and analysis The scoping review will use Arksey and O’Malley’s proposed five-stage framework guideline. A search for published literature between 2012 and 2022 in the five electronic databases of EBSCOHost, Science Direct, Scopus, ProQuest and PubMed will be conducted using keywords to identify relevant studies. Articles will be limited to the English language. Mendeley software will eliminate duplicates, and results will be exported into abstracts for two stages of the screening process: title and abstract reviews and full-text reviews. The selection process of eligible literature will be reported using the Preferred Reporting Items of Systematic Reviews and Meta-Analyses Extension for Scoping Reviews checklist recommendations. Studies using qualitative and quantitative data from all world regions will be considered. To be included, studies should examine medical students’ self-regulated learning in a student-centred learning approach curriculum. A data chart will capture relevant information from all the included studies. As a scoping review, no assessment of the studies’ quality and risk of bias will be made. Results will be presented in tabular form and a narrative report.Ethics and dissemination No Ethics Committee or Institutional Board approval is required. The findings of this study will be disseminated through peer-reviewed publications, conference presentations and professional networks.https://bmjopen.bmj.com/content/13/10/e072675.full |
| spellingShingle | Savitri Shitarukmi Mora Claramita Gandes Retno Rahayu How self-regulated learning influences undergraduate medical students to conduct student-centred learning: a scoping review protocol BMJ Open |
| title | How self-regulated learning influences undergraduate medical students to conduct student-centred learning: a scoping review protocol |
| title_full | How self-regulated learning influences undergraduate medical students to conduct student-centred learning: a scoping review protocol |
| title_fullStr | How self-regulated learning influences undergraduate medical students to conduct student-centred learning: a scoping review protocol |
| title_full_unstemmed | How self-regulated learning influences undergraduate medical students to conduct student-centred learning: a scoping review protocol |
| title_short | How self-regulated learning influences undergraduate medical students to conduct student-centred learning: a scoping review protocol |
| title_sort | how self regulated learning influences undergraduate medical students to conduct student centred learning a scoping review protocol |
| url | https://bmjopen.bmj.com/content/13/10/e072675.full |
| work_keys_str_mv | AT savitrishitarukmi howselfregulatedlearninginfluencesundergraduatemedicalstudentstoconductstudentcentredlearningascopingreviewprotocol AT moraclaramita howselfregulatedlearninginfluencesundergraduatemedicalstudentstoconductstudentcentredlearningascopingreviewprotocol AT gandesretnorahayu howselfregulatedlearninginfluencesundergraduatemedicalstudentstoconductstudentcentredlearningascopingreviewprotocol |