Journal of Education and Health Promotion

The effect of peer mentoring on motivation and self‑regulated learning in medical students during transition

Document Type : Original Article

Authors

. Soroush Najafinejad 1
. Soroor Tabatabaei 1
. Nastaran Maghbouli 2
. Negar Sadat Ahmadi 3

1 Mentoring Office, Deputy of Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran

2 Mentoring Office, Deputy of Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran, Department of Physical Medicine and Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran

3 Mentoring Office, Deputy of Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran, Department of Medical Education, Virtual School, Tehran University of Medical Sciences, Tehran, Iran

Abstract
BACKGROUND: Self‑regulated learning (SRL) is a critical skill for medical students to reach their
learning goals in the bedside clinical rotations. This study was performed with the aim of comparing
SRL and motivation of 4th year medical students who are in their educational transition between
students with mentors and those without mentors.
MATERIALS AND METHODS: This study was cross‑sectional. A total of 196 medical students
were invited to complete a form consisting the motivation and SRL questionnaire through Google
form during their 1st year of clinical clerkship, while some of them had participated in the mentoring
program beforehand. data correlation and regression analysis were employed.
RESULTS: Comparing SRL and motivational beliefs scores between students with mentors and
without 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 higher
scores for mentees (P = 0.033 and 0.021). Having a mentor predicted motivational beliefs with
OR = 7.974 (1.391–45.719) and P = 0.020.
CONCLUSION: Considering a significant correlation between mentor possession and the scale of
motivation beliefs, future longitudinal and interventional research besides the customized mentoring
program is required to understand the role of mentoring programs on SRL as a cause‑and‑effect
relationship to recommend the peer mentoring program to enhance SRL skills in the medical students
especially during their transition to the new clinical environment.

Keywords

Learning
medical education
mentoring
motivation
  1. Haglund ME, Rot MA, Cooper NS, Nestadt PS, Muller D,
    Southwick SM, et al. Resilience in the third year of medical school:
    A prospective study of the associations between stressful events
    occurring during clinical rotations and student well‑being. Acad
    Med 2009;84:258‑68.
    2. Radcliffe C, Lester H. Perceived stress during undergraduate
    medical training: A qualitative study. Med Educ 2003;37:32‑8.
    3. Dubé TV, Schinke RJ, Strasser R, Couper I, Lightfoot NE.
    Transition processes through a longitudinal integrated clerkship:
    A qualitative study of medical students’ experiences. Med Educ
    2015;49:1028‑37.
    4. Treadway K, Chatterjee N. Into the water – The clinical clerkships.
    N Engl J Med 2011;364:1190‑3.
    5. Bjork RA, Dunlosky J, Kornell N. Self‑regulated learning: Beliefs,
    techniques, and illusions. Annu Rev Psychol 2013;64:417‑44.
    6. Brydges R, Butler D. A reflective analysis of medical education
    research on self‐regulation in learning and practice. Med Educ
    2012;46:71‑9.
    7. Zimmerman BJ. Becoming a self‑regulated learner: Which are the
    key subprocesses? Contemp Educ Psychol 1986;11:307‑13.
    8. Artino AR Jr., Dong T, DeZee KJ, Gilliland WR, Waechter DM,
    Cruess D, et al. Achievement goal structures and self‑regulated
    learning: Relationships and changes in medical school. Acad Med
    2012;87:1375‑81.
    9. Greveson G, Spencer J. Self-directed learning–the importance of
    concepts and contexts. Med Educ 2005;39:348‑9.
    10. Sitzmann T, Ely K. A meta‑analysis of self‑regulated learning in
    work‑related training and educational attainment: What we know
    and where we need to go. Psychol Bull 2011;137:421.
    11. Stegers-Jager KM, Cohen-Schotanus J, Themmen AP. Motivation,
    learning strategies, participation and medical school performance.
    Med Educ 2012;46:678‑88.
    12. Zimmerman BJ. Investigating self‑regulation and motivation:
    Historical background, methodological developments, and future
    prospects. Am Educ Res J 2008;45:166‑83.
    13. Pajares F. Gender and perceived self‑efficacy in self‑regulated
    learning. Theory Pract 2002;41:116‑25.
    14. Schunk DH. Goal setting and self‑efficacy during self‑regulated
    learning. Educ Psychol 1990;25:71‑86.
    15. Premkumar K, Pahwa P, Banerjee A, Baptiste K, Bhatt H, Lim HJ.
    Does medical training promote or deter self‑directed learning? A
    longitudinal mixed‑methods study. Acad Med 2013;88:1754‑64.
    16. Brydges R, Manzone J, Shanks D, Hatala R, Hamstra SJ,
    Zendejas B, et al. Self-regulated learning in simulation-based
    training: A systematic review and meta-analysis. Med Edu
    2015;49:368‑78.
    17. Perry NE, Phillips L, Hutchinson L. Mentoring student teachers
    to support self‑regulated learning. Elem Sch J 2006;106:237‑54.
    18. Perry NE, Hutchinson L, Thauberger C. Talking about
    teaching self‑regulated learning: Scaffolding student teachers’
    development and use of practices that promote self‑regulated
    learning. Int J Educ Res 2008;47:97‑108.
    19. Mullen CA. Facilitating self‑regulated learning using
    mentoring approaches with doctoral students. In: Handbook
    of Self‑Regulation of Learning and Performance. Taylor &
    Francis2011. p. 137‑52. [doi: 10.4324/9780203839010.ch9].
    20. Shochet RB, Colbert‑Getz JM, Wright SM. The Johns Hopkins
    learning environment scale: Measuring medical students’
    perceptions of the processes supporting professional formation.
    Acad Med 2015;90:810‑8.
    21. Adoga AA, Kokong DD, Dakum NK, Ma’an ND, Iduh AA,
    Okwori ET, et al. The undergraduate medical student’s perception
    of professional mentorship: Results from a developing nation’s
    medical school. J Educ Health Promot 2019;8:53.
  2. 22. Pintrich PR. A Manual for the use of the Motivated Strategies
    for Learning Questionnaire (MSLQ). University of Michigan,
    National Center for Research to Improve Postsecondary Teaching
    and Learning1991.
    23. Lee JC, Zhang Z, Yin H. Using multidimensional Rasch analysis
    to validate the Chinese version of the Motivated Strategies
    for Learning Questionnaire (MSLQ‑CV). Eur J Psychol Educ
    2010;25:141‑55.
    24. Pintrich PR, De Groot EV. Motivational and self‑regulated
    learning components of classroom academic performance. J Educ
    Psychol 1990;82:33.
    25. Feiz, P, Hooman H. Assessing the Motivated Strategies for
    Learning Questionnaire (MSLQ) in Iranian students: Construct
    validity and reliability. Procedia Soc Behav Sci 2013;84:1820‑5.
    26. Kalén S. Mentorship for Medical Students: Space for Something
    Else. karolinska institute2013.
    27. Levy BD, Katz JT, Wolf MA, Sillman JS, Handin RI, Dzau VJ,
    et al. An initiative in mentoring to promote residents’ and faculty
    members’ careers. Acad Med 2004;79:845‑50.
    28. Hashemi Z, Shokrpour N, Valinejad M, Hadavi M. Communication
    apprehension and level of anxiety in the medical students of
    Rafsanjan University of Medical Sciences. J Educ Health Promot
    2020;9:350.
    29. Zink BJ, Hammoud MM, Middleton E, Moroney D, Schigelone A.
    A comprehensive medical student career development program
    improves medical student satisfaction with career planning. Teach
    Learn Med 2007;19:55‑60.
    30. Cutting MF, Saks NS. Twelve tips for utilizing principles of
    learning to support medical education. Med Teach 2012;34:20‑4.
    31. Chew KS, Durning SJ, Van Merriënboer JJ. Teaching metacognition
    in clinical decision‑making using a novel mnemonic checklist: An
    exploratory study. Singapore Med J 2016;57:694.
    32. Song HS, Kalet AL, Plass JL. Assessing medical students’
    self‑regulation as aptitude in computer‑based learning. Adv
    Health Sci Educ 2011;16:97‑107.
    33. Tanner KD. Promoting student metacognition. CBE Life Sci Educ
    2012;11:113‑20.
    34. Bhattacharrya H, Medhi GK, Pala S, Sarkar A, Kharmujai OM,
    Lynrah W, et al. Early community‑based teaching of medical
    undergraduates for achieving better working skills in the
    community. J Educ Health Promot 2018;7:161.
Journal of Education and Health Promotion
Volume 11, Issue 9
October 2021
Pages 1-6

Home

Guide for Authors

Submit Manuscript

Reviewers

Contact Us