Supporting students in self-regulation: use of formative feedback and portfolios in a problem-based learning setting

Abstract

Background: The widely recognized need for students to self-regulate their behavior and learning extends to the multiple dimensions of professionalism.

Aim: This study examines the extent to which students self-regulate professionalism behaviors related to work habits and interpersonal skills in a PBL setting.

Methods: Formative feedback on works habits and interpersonal skills provided by peers and tutors to a Year 1 cohort (n = 32) over the course of a year-long PBL experience (5 blocks) was examined for comments on targeted areas for improvement (TAFIs) and observed improvements. We examined congruence between PBL feedback and students' self-reported TAFIs and behavioral improvements in their assessment portfolios.

Results: Both PBL peer and faculty feedback and portfolio self-assessments targeted Interpersonal Skills TAFIs more frequently than Work Habit-related issues. TAFIs were more frequently identified midway in PBL blocks versus the end. Students reported TAFIs in their portfolio essays, citing feedback from both peers and tutors, and provided evidence of improved performance over time.

Conclusions: Students utilized external formative feedback to document their portfolio self-assessment in a system designed to support self-regulation of PBL professionalism-related behaviors. A decrease in TAFIs identified at the end of PBL blocks suggests students made use of mid-block feedback to self-regulate behaviors.