Exploring the Role of Peer Advice in Self-Regulated Learning: Metacognitive, Social, and Environmental Factors

Authors

Hanin Rashid, Rutgers Robert Wood Johnson Medical School
Robert Lebeau, Rutgers Robert Wood Johnson Medical School
Norma Saks, Rutgers Robert Wood Johnson Medical School
Anna T. Cianciolo, Southern Illinois University School of Medicine
Anthony R. Artino, Uniformed Services University of the Health Sciences
Judy A. Shea, University of Pennsylvania
Olle ten Cate, Utrecht University

Document Type

Journal Article

Publication Date

10-1-2016

Journal

Teaching and Learning in Medicine

Volume

28

Issue

4

DOI

10.1080/10401334.2016.1217225

Keywords

Academic support; help-seeking; learning environment; peer advice; self-regulated learning

Abstract

© 2016 Taylor & Francis. This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Northeast Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the pilot study. These thoughts explore the metacognitive, social, and environmental mechanisms whereby advice plays a role in self-regulated learning.

APA Citation

Rashid, H., Lebeau, R., Saks, N., Cianciolo, A., Artino, A., Shea, J., & ten Cate, O. (2016). Exploring the Role of Peer Advice in Self-Regulated Learning: Metacognitive, Social, and Environmental Factors. Teaching and Learning in Medicine, 28 (4). http://dx.doi.org/10.1080/10401334.2016.1217225