. Soroush Najafinejad; . Soroor Tabatabaei; . Nastaran Maghbouli; . Negar Sadat Ahmadi
Volume 11, Issue 9 , October 2021, , Pages 1-6
Abstract
BACKGROUND: Self‑regulated learning (SRL) is a critical skill for medical students to reach theirlearning goals in the bedside clinical rotations. This study was performed with the ...
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BACKGROUND: Self‑regulated learning (SRL) is a critical skill for medical students to reach theirlearning goals in the bedside clinical rotations. This study was performed with the aim of comparingSRL and motivation of 4th year medical students who are in their educational transition betweenstudents with mentors and those without mentors.MATERIALS AND METHODS: This study was cross‑sectional. A total of 196 medical studentswere invited to complete a form consisting the motivation and SRL questionnaire through Googleform during their 1st year of clinical clerkship, while some of them had participated in the mentoringprogram beforehand. data correlation and regression analysis were employed.RESULTS: Comparing SRL and motivational beliefs scores between students with mentors andwithout mentors indicated that motivational beliefs mean score in students with mentors (87.5 ± 8.44)was significantly higher compared to the others (83.49 ± 7.36) (P = 0.005). Among SRL subscales,planning and examination stress were significantly different between two groups with higherscores for mentees (P = 0.033 and 0.021). Having a mentor predicted motivational beliefs withOR = 7.974 (1.391–45.719) and P = 0.020.CONCLUSION: Considering a significant correlation between mentor possession and the scale ofmotivation beliefs, future longitudinal and interventional research besides the customized mentoringprogram is required to understand the role of mentoring programs on SRL as a cause‑and‑effectrelationship to recommend the peer mentoring program to enhance SRL skills in the medical studentsespecially during their transition to the new clinical environment.
