Resumo

DURAN CARDENAS, Cassandra; VARELA RUIZ, Margarita  e  FORTOUL VAN DER GOES, Teresa. Self-regulation in medical students: translation, adaptation and application of an instrument for its measure. Investigación educ. médica [online]. 2015, vol.4, n.13, pp.03-09. ISSN 2007-5057.

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 curriculum 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 items, 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 items loaded on eight dimensions or factors, ten items 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.

Palavras-chave : Assessment; Self-regulated learning; Medical education; Tool validation.

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