Background & Objective: Self-regulated learning (SRL) is highly task and context dependent.
Microanalytic assessment method measures students’ SRL processes while performing a
particular learning task. The present study aimed to design a microanalytic SRL assessment
protocol for biomedical science learning.
Methods: This mixed method study was conducted in Tehran University of Medical Sciences,
Iran, in 2013. The data collection tool was a microanalytic SRL assessment protocol that was
designed based on the literature review, expert opinion, and cognitive interview with medical
students, and then, piloted. The participants consisted of 13 second year medical students. The
subjects were interviewed while conducting a biomedical science learning task. Interviews were
recorded, transcribed and coded based on a predetermined coding framework. Descriptive
statistics were used to analyze the data.
Results: The microanalytic SRL assessment protocol was developed in three parts; interview
guide, coding framework, and biomedical science learning task. An interview guide was designed
consisting of 6 open-ended questions aimed at assessing 5 SRL sub-processes of goal setting,
strategic planning, meta-cognitive monitoring, causal attribution, and adaptive inferences and a
close-ended question regarding self-efficacy. Based on the pilot study, most participants reported
task-specific and task-general processes for the sub-processes of strategic planning (92%), metacognitive
monitoring (77%), causal attribution (85%), and adaptive inferences (92%).
Conclusion: The developed protocol could capture the fine-grained nature of the self-regulatory
sub-processes of medical students for biomedical science learning. Therefore, it has the potential
application of modifying SRL processes in early years of medical school.
Key Words: Self-regulated learning, Microanalytic assessment method, Biomedical science
learnin
