A Study of Self-Regulated Learning of Child Neurology for Medical Students.

Compare medical student preferences and outcomes after engaging two child neurology clinical scenarios with different feedback formats.After IRB exemption, online case sce- narios were presented with periodic multiple choice questions. Cases provided immediate pro- grammed feedback (IPF), or immediate in-depth programmed feedback (IDPF). Anonymous sur- veys collected datafrom students. Resultswere then tabulated and analyzed.Sixty-five of 240 eligible (27%) second-, third-, and fourth-year medical students partici- pated. 'he modest-depth IPF format was preferred by 83% (54/65) of students. The cases did increase interest in child neurology significantly for second- and fourth-year students (P < .01). Students' scores increased significantly in relation to the number of IDPF links accessed (P < .01). Students who were self-characterized as internally motivated were significantly more likely to access in-depth feedback (P < .008).Self-regulated learning can be developed, as can an interest in child neurology, when scenarios are offered early in medical training.