Factors Influencing Self-Regulated Learning of Dental Students During Transition from PreClinical to Clinical Environment: A Mixed-Methods Study
DOI:
https://doi.org/10.37762/jgmds.12-3.692Keywords:
self-regulated learning, Dental Students, Pre-Clinical, Clinical Environment, Medical EducationAbstract
OBJECTIVES
This study aimed to identify the self-regulated learning (SRL) strategies employed by students in the dentistry curriculum and to explore the factors influencing the self-regulated learning of dental students during the transition from pre-clinical to clinical environments.
METHODOLOGY
An Explanatory mixed-methods study was conducted from June to November 2024, combining quantitative survey data with qualitative responses to gain a comprehensive understanding of the experiences of third-year BDS students at Watim Medical and Dental College, Rawalpindi, who have transitioned from the preclinical to the clinical learning environment. Quantitative data were collected using validated questionnaires on self-regulated learning (SRL), while qualitative data were gathered through in-depth interviews. The integrated analysis identified factors influencing changes in SRL during the transition to clinical training.
RESULTS
The findings indicated that a significant number (76%) of students experienced increased workload, and 84% perceived a noticeable gap between theoretical knowledge and clinical practice. In response to these challenges, students adapted their Self-Regulated Learning (SRL) strategies by improving time management, actively seeking support from peers and mentors, and modifying their study habits. These adaptive strategies played a key role in helping them navigate the transition effectively.
CONCLUSION
The study concludes that enhancing self-regulated learning (SRL) is critical for dental students transitioning from pre-clinical to clinical training. This transition often induces stress and anxiety due to perceived knowledge gaps and challenges in adapting to a new clinical environment. To support SRL, the study recommends practical strategies, including structured guidance, thorough orientation, early patient contact, and SRL techniques like goal setting and time management. Institutions should incorporate Self-Regulated Learning (SRL) into their curricula, provide training in goal-setting and time management, and offer ongoing mentorship and feedback to help students adopt SRL strategies successfully.
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Copyright (c) 2025 Summaya Wajid , Nowshad Asim, Brekhna Jamil, Syeda Shamal, Aalia Jehan Zaib, Rizwan Ullah
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