| During instructor-regulated learning (IRL), trainees must reconcile the instructor's teaching approaches with their own learning approaches. Conversely, trainees engaged in self-regulated learning (SRL) may benefit from developing individualized learning approaches. We compared the effects of SRL to IRL on cardiac auscultation skill acquisition and retention, and on trainees' transfer of learning approaches to another session. After randomization (SRL or one-on-one IRL groups), novice medical students (n=32) practiced diagnosing simulated murmurs and then completed a post-test. Two-weeks later, participants completed a retention test, practiced diagnosing new simulated murmurs, and completed another post-test. There were no between-group differences on any performance-based assessment. Most IRL participants did not use the learning approach in session two that instructors taught them in session one. Interview data suggest the instructor's presence had both positive and negative impacts on learning. The findings highlight factors that prevent IRL training from having the benefits supervisors expect from their teaching. |
