Unlocking Test Success: Using Self-Regulated Learning Theory as the Key to Diagnose and Remediate Test Performance Challenges

Learners frequently struggle with underperformance on clinical vignette-based, multiple-choice tests, which carries serious potential professional consequences. Unfortunately, most methods for remediating learners lack grounding in educational theory. This workshop aims to empower participants by offering a method to diagnose test-taking problems and implement learner-centric techniques for improvement. The workshop starts by exploring reasons for poor test performance, memory function, intuition vs. metacognition, script theory, and test development. To enhance comprehension, presenters will showcase illustrative videos of residents answering test questions, then introduce the theoretical basis for the assessment method Self-Regulated Learning and Microanalytic Assessment and Training (SRL-MAT). SRL-MAT involves forethought (goal setting, strategy choice, self-efficacy), performance (self-monitoring), and reflection (self-evaluation, casual attributions, and adaptive inferences). A question review form (QRF) based on this theory is a published tool for effective learner remediation. The QRF, completed by the learner after answering a question, allows faculty to classify the learner's problem(s): lack of script recognition, lack of script specificity, premature closure, underconfidence, inappropriate causal attribution, inappropriate adaptive interference, or isolated learning deficits. The workshop culminates with participants actively practicing using the SRL-MAT QRF to diagnose learners after viewing engaging video portrayals. Using the results, they will craft learner-centered remediation plans based on specific problems identified. Participants will receive a practical handout with SRL-MAT details, a step-by-step implementation guide, and customized strategies for distinct learner problems.