Self-regulated learning attributes of high-performing medical and dental students in teacher-centered culture.

Abstract

Objective: To explore self-regulated learning strategies in a high-performing undergraduate medical and dental students. Study Design: Qualitative Case study. Setting: Medical and Dental students of Private Medical and Dental College in Karachi. Period: August 2021 to December 2021. Material & Methods: A qualitative case study using constructivist and pragmatic paradigm was done. Data was collected using semi-structured interviews of high-performing students. Thematic analysis was done using atlas ti-9 for organizing data. Microanalysis was use to collect data from high achievers in three sequential phases: Examination prepratory activities, During examination performance, and self-reflection, processes following examination. Results: It showed twenty codes under three themes, Examination prepration activities, performance, Examination attempting abilities and Reflective practices. Examination prepratory activities codes were memory strategies, organization of content, rehersals, eloboration, group discussions, imagery, goal setting,strategic planning, time management, Mindfulness, lesson plan and monitoring activities, learning plan, intrinsic motivation, meta-cognition, quality sleep, co-regulatory network, no procrastination. Process or performance codes identified were, self-control, self-confidence, presentation of content, Problem-solving abilities, self-instruction, time management during examination. Reflective practices codes identified were receptive to feedback, self-consequence, reflective attitude and vision. Conclusion: High- achievers have centain self-regulatory attibutes which enhance their learning experience and help then to excel. The attributes identified through the research after exploring self-regulatory attributes in high achievers can be utilized to improve abilities of all medical and dental students.