Development and validation of a scale on self-regulation in learning (SSRL).

Self-regulation is an individual's influence, orientation, and control over his/her own behaviors. The primary aim of this study was to develop and validate a self-report scale on self-regulation that encompasses both cognitive and motivational factors. The validity and reliability studies of the scale were examined on responses of 872 university students. Exploratory and confirmatory factor analyses confirmed the hypothesized model of self-regulated skills in learning. The scale has 67 items and the factor loadings range from 0.47 to 0.91. The Cronbach's Alpha was computed 0.91 for the whole scale. Discussions and suggestions parallel to findings are given in the end.

The impact of clinical visits on communication skills training.

OBJECTIVE: The aim of the study is to evaluate a communication skills training program, and to investigate the relationship between communication skills and clinical visits. METHODS: This descriptive study was conducted at Hacettepe University Faculty of Medicine. 216 of the students (48.4%) took part in the study. They are evaluated at three steps of the program. Additionally, qualitative data were collected by interviewing with students and standardized patients. RESULTS: A paired t-test showed a significant difference between students' mean pretest scores (8.58+/-1.69) and posttest scores (11.26+/-1.74) (p<0.01). There was a significant difference between the progress test scores according to the site of visitation (p<0.01), but not between the posttest scores. The mean progress test scores of the students who visited the outpatient clinics (10.61+/-1.41 for group 2, 10.80+/-1.34 for group 4) were higher than those visiting the health centers (9.68+/-1.56 for group 1, 10.12+/-1.38 for group 3). CONCLUSIONS: Our study showed that the program was effective in achieving communication skills. Students can be better trained for communication skills while practicing in both skills laboratories and real settings. PRACTICAL IMPLICATIONS: The possible variations in the educational environments and the staff should be taken into account when planning the program.