Additional file 1: of Medical student changes in self-regulated learning during the transition to the clinical environment

Appendix 1 The Motivated Strategies for Learning Questionnaire (MSLQ). Description: The MSLQ, a validated instrument based upon the social cognitive theory of learning to measure SRL. (DOCX 52 kb

Sexual violence and safety: the narratives of transwomen in online forums

An online forum analysis was conducted to explore experiences of sexual violence and safety among transwomen, with a particular focus on transwomen of colour. Four online forums were chosen for the analysis. Three key themes were identified: dating and violence in intimate relationships; fear of violence and safety strategies; and coping after sexual assault. Forum posters faced heightened gender policing and scrutiny, due to not conforming to normative ideals of femininity. Femininity was also predicated on white, middle-class status, and associated with domesticity and romance. As a result, expressions of femininity from non-white backgrounds could be read as deviant or excessive. The intersection of deviation from gender norms and femininity based on whiteness meant that transwomen of colour faced disproportionate levels of violence, both in public and private spaces. Transwomen of colour also faced disadvantage due to participation in higher-risk forms of sex work, low socioeconomic status and employment, and institutional discrimination. Coping mechanisms to deal with cumulative disadvantage included seeking support from health professionals and transgender community networks. However, it also included more harmful forms of self-medicating such as heavy alcohol and drug use, self-harm and suicide attempts

Researching Sexual Violence with Trans Women of Color in Australia

This chapter discusses the research process that was employed in understanding the lived experiences of sexual violence among trans women of color in Australia, and the outcomes that had been planned and achieved. Transgender (trans) refers to individuals whose gender presentation differs from their sex assigned at birth. The term transgender includes a range of identities such as trans woman, trans man, nonbinary, or gender diverse. Gender incongruence, where one may experience a discrepancy between their gender identity and their gender assigned at birth, often result in gender expression and behavior that do not conform to the traditional gender binary. Within the lesbian, gay, bisexual, transgender, and queer community (LGBTQ), trans individuals are most stigmatized and yet least understood. Existing research regarding trans persons tends to focus on White, middle-class trans women. Limited research has focused on sexual violence among trans women. Importantly, little is known about the lived experiences of being a trans women of color in Australia and their experience of sexual violence. This research filled the gap in the health and social science literature. This chapter will generate great interest from health and social care researchers who aim to embark on research concerning sensitive issues and vulnerable and marginalized individuals in the future. The chapter discusses an innovative means that can promote social inclusion in research among trans women of color. This project provides a valuable example of inclusive research with a group of marginalized individuals. The authors also hope that our project and its findings will lead to better health and well-being of trans women of color living in Australia and elsewhere

The self-regulated learning of medical students in the clinical environment – a scoping review

Abstract Background Self-regulated learning is the individual’s ability to effectively use various strategies to reach their learning goals. We conducted this scoping review to explore what has been found regarding self-regulated learning in the clinical environment and how this was measured. Methods Using Arksey and O’Malley’s five-stage framework, we searched three medical and educational databases as well as Google Scholar for literature on the self-regulated learning of medical students in the clinical environment published between 1966 and February 2017. After results were screened and relevant studies were identified, the data was summarised and discursively reported. Results The search resulted in 911 articles, with 14 articles included in the scoping review after the inclusion criteria was applied. Self-regulated learning was explored in these studies in various ways including qualitative, quantitative and mixed methods. Three major findings were found: 1) levels of self-regulated learning change in the clinical environment, 2) self-regulated learning is associated with academic achievement, success in clinical skills and mental health and 3) various factors can support self-regulated learning levels in medical students. Conclusions Most of articles exploring the self-regulated learning of medical students during the clinical years have been published in the last 5 years, suggesting a growing interest in the area. Future research could explore the self-regulated learning levels of medical students during the clinical years using a longitudinal approach or through the use of novel qualitative approaches