Résumés
Abstract
How can we claim that we are creating “lifelong learners” if we are not embedding assessments of self-regulated learning (SRL) into health professions education (HPE)? A good question but one that we must not try to answer too hastily. Some may consider SRL to be such an important competency that failing to assess it disservices everyone involved in HPE, including patients. I would argue that assessment of SRL may well be justified, but that how it is measured, what we might find, and what the implications of those findings might be, are equally critical to consider. The fact is that learners in HPE face many pressures that influence not just the quantity but also the quality of their self-regulation towards learning, which measures of SRL would have to account for, to be effective. Drawing on the self-regulation literature and self-determination theory (SDT) in particular, my aim in the present commentary is to discuss some of the nuances and issues that we would need to address, if we were to move towards a unified approach to assessing SRL in HPE.
Résumé
Comment pouvons-nous prétendre que nous créons des « apprenants à vie » si nous n’intégrons pas les évaluations de l’apprentissage autorégulées (AAR) dans l’éducation des professions de la santé (ÉPS)? C’est une bonne question, mais à laquelle nous ne devons pas essayer de répondre trop hâtivement. Certains peuvent considérer l’AAR comme une compétence si importante que le fait de ne pas l’évaluer nuit à toutes les personnes impliquées dans l’ÉPS, y compris les patients. Je dirais que l’évaluation de l’AAR est peut-être justifiée, mais que la façon dont elle est mesurée, ce que nous pourrions trouver et quelles pourraient être les implications de ces résultats, sont tout aussi essentielles à prendre en compte. Le fait est que les apprenants en ÉPS sont confrontés à de nombreuses pressions qui influencent non seulement la quantité mais aussi la qualité de leur autorégulation vers l’apprentissage, dont les mesures de SRL devraient tenir compte, pour être efficaces. En m’appuyant sur la littérature sur l’autorégulation et la théorie de l’autodétermination en particulier, mon objectif dans le présent commentaire est de discuter de certaines des nuances et des questions que nous devrions aborder, si nous devions nous diriger vers une approche unifiée de l’évaluation de l’AAR en ÉPS.
Parties annexes
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