Novice and expert self-regulated learning phase transitions in medical diagnosis
Implications for adaptive and intelligent systems
Bibliographic Data
| ID | 9894848 |
|---|---|
| Authors | Juliana M A L Andres (0000-0002-7599-6768, Michigan State University, corresponding author), Rachel Chapman (0000-0002-2417-4764, University of Central Florida), Roger Azevedo (0000-0002-5018-6232, University of Central Florida), Analia Castiglioni (0000-0002-8610-4446, University of Central Florida), Jeffrey LaRochelle, Jeffrey S LaRochelle (0000-0003-4733-6452, University of Central Florida), Caridad Hernandez, Caridad A Hernandez (0000-0001-5354-2784, University of Central Florida), Dario Torre (0000-0002-4924-4888, University of Central Florida) |
| Year | 2025 |
| Volume | 53 |
| Issue | 5 |
| Pages | 1095-1122 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Instructional Science (JOURNAL) |
| Journal identifiers | ISSN: 0020-4277 • E-ISSN: 1573-1952 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11251-025-09729-4 |
| OpenAlex | W4412069440 |
| Language | EN |
| References cited | 57 |
Expertise plays a significant role in shaping self-regulated learning (SRL) by influencing how individuals set goals, monitor progress, employ strategies, and reflect on their learning process. However, comprehensive data on this link is sparse in medical contexts. This paper investigates the transitions of SRL phases during clinical-reasoning tasks with a multimedia system, CresME, designed to elicit clinical-reasoning processes using illness scripts. We investigate whether experts utilize more frequent and diverse SRL phase transitions and have better diagnostic performance than novices. Thirty-four participants from a North American Medical School were trained to think-aloud and solved five clinical cases related to the common cough with CResME. Verbalizations were transcribed and coded for SRL phases based on Zimmerman and Moylan’s socio-cognitive model of SRL. Sequential pattern mining revealed that experts exhibited less frequent but more diverse SRL phase transitions than novices, yet these relations did not always result in better diagnostic performance. Instead, the relations between expertise, SRL, and diagnostic performance were dependent on the case. These insights hold implications for assessing SRL phases during clinical reasoning activities to guide just-in-time and personalized support with multimedia systems in medical education
Adaptive Learning · Cognitive science · Developmental psychology · Educational psychology · Phase (matter) · Artificial Intelligence · Chemistry · Clinical Reasoning and Diagnostic Skills · Cognitive Science and Education Research · Computer Science · Intelligent Tutoring Systems and Adaptive Learning · Psychology
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Expertise in interpreting
| Citation velocity | historical |
|---|---|
| Highly cited | No |