Is Self-Regulated Learning a Threshold Concept? An Audio-Diary Study of PBL in Two UK Medical Schools

Neve, H. and Meek, S. (2019) Is Self-Regulated Learning a Threshold Concept? An Audio-Diary Study of PBL in Two UK Medical Schools. AMEE 2019, Vienna, Austria, 24-28 Aug 2019. p. 368.

Abstract

Background: An important aim of medical schools is to support students to become self-regulated, lifelong learners. Problem Based Learning (PBL) is well placed to foster self-regulated learning, although evidence as to whether this occurs is mixed (Loyens, 2008, Lucieer, 2014). The safe, facilitated and collaborative nature of PBL could also encourage the acquisition of Threshold Concepts by supporting learners through the unsettling liminal space. However, the different ways in which PBL is delivered in different settings can influence its success (Taylor & Miflin 2008). Summary of Work: The study took place in two UK medical schools with different approaches to PBL. Students and tutors recorded audio-diaries directly after PBL sessions. Participants were asked to describe shifts in understanding and aha moments, times where learning was troublesome, and perceived enablers and barriers to their learning. Reflections were uploaded to a secure dropbox, transcribed and analysed using the Threshold Concept Framework and NVivo software to identify key themes. Summary of Results: 164 audio-reflections were recorded by 19 students and 13 tutors. Certain concepts were identified as troublesome and potentially threshold across both sites. Uncertainty in PBL, and the role of collaborative and visual learning in supporting students through liminality, were themes across both sites. An overarching theme related to self-regulated earning as a possible Threshold Concept, but differences emerged in relation to its development within the two PBL contexts. We will summarise these findings using illustrative quotes. Discussion and Conclusions: While often troublesome at first, PBL can support students to cross thresholds in learning. Our findings suggest that the ability of PBL to foster self-regulated learning, including self-efficacy and metacognition, is influenced by the PBL approach and context, such as the balance between process and content and the use (or not) of explicit staff-defined ILOs. Take-home Messages: Recognising self-regulated learning as a possible threshold concept highlights its importance in health professions education and as a PBL goal. Our findings provide insights into (i) why students and faculty often find PBL initially troublesome and (ii) how PBL curricula and tutors could facilitate students’ development as self- regulated learners.

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Meek, Dr Sarah
• Authors: Neve, H., and Meek, S.
• Subjects: L Education > L Education (General); R Medicine > R Medicine (General)
• College/School: College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing

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