Abstract

Objective: To identify the barriers faced by undergraduate medical students to become a self-regulated learner.

Study Design: Sequential mixed method design; cross sectional descriptive study followed by qualitative case study.

Place and Duration of Study: Mohi_Ud_Din Islamic Medical College Mirpur AJ&K, Pakistan. January to June, 2019.

Materials and Methods: For purposive sampling, Self-Regulated Learning Perception Scale was administered to the students of third, fourth and final year. Based on scores of SRLPS eight learners from each class were selected for second part of study. Separate focus group discussions (FGD) were carried out for each class.

Results: Self-regulated learning scale was filled by 253 students. The mean score was 143.75±24. Score ranged from 70 to 200; no significant difference was found in score of genders (p< 0.05), and the scores of the three classes (p<0.05). The major themes that emerged from FGD were related to curriculum, metacognitive strategies, issues with the infrastructure and institutional policies. Unexpected subthemes for institutional policies were 1) presence of monitoring cameras 2) enforcement of gender segregation in the college.

Conclusion: Factors related to curriculum, metacognition and infrastructure are previously known. Context specific themes emerged because of institutional policies related to gender segregation and presence of monitoring cameras.

Keywords: Academic achievement, Academic performance, Barriers, Medical Students, Self-regulated learning.