Self-regulation in medical students: translation, adaptation and application of an instrument for its mesasure

Abstract

Introduction: Self-regulated learning leaves the identification of learning needs (with or without help) to the initiative of the students, making them responsible for their own learning using a set of skills that include: cognitive, metacognitive and affective skills. In the UNAM Faculty of Medicine, the 2010 currículum is currently organized by subjects, is competency oriented, and includes the assessment of self-regulated learning. A Self•Rating Scale Self•Directed Learning Italian version (2013) was selected to assess this competency.

Method: The tool used was subjected to a translation, cultural adaptation and validation process. A pilot study was conducted on a sample of first and second year medical students. The tool contained 40 Ítems, with five response options.

Results: A total of 265 students participated, with an average age 18 +SD 1.4, and consisted of 157 (59.2%) females, 97 (36.6%) males, and 11 (4.2%) who did not indicate gender. After an exploratory factor analysis with 30 Ítems loaded on eight dimensions or factors, ten Ítems were removed. The sampling adequacy (Kaiser- Meyer- Olkin) measurement gave 0.885, showing an adequate fitting of the data with a Cronbach's alpha was 0.893.

Discussion: Similarities were observed between the Italian version tool, and the one evaluated in this study.

Conclusions: In accordance with the data obtained, it is considered that the present tool is useful for assessing self•regulated learning. However, more evidence of validity should be obtained in order to propose this version as an option to evaluate self-regulated learning.