Abstract：
The performance of a clinical procedural skill by an individual student is associated with their use of Self-Regulated Learning (SRL) processes. However, previous research has not identified if an individual student has a similarity in their use of SRL processes across different clinical procedural skill tasks and at a time interval. The aim of this pilot study was to explore the similarity in the use of SRL processes by individual students across different clinical procedural skill tasks and at a time interval.
SRL-microanalysis was used to collect within-subject data on undergraduate physiotherapy students\' use of the two key SRL processes (planning and monitoring) during their performance of different goniometry clinical procedural skills tasks and also at a fourth month interval.
An individual student\'s use of key SRL processes across different clinical procedural skill tasks and at a time interval was similar. Also, this similarity was identified for students with initial successful and unsuccessful performances.
Our findings have implications for the future wider practical implementation of SRL microanalysis to inform personalised SRL feedback for developing the clinical procedural skills of individual students. Further research with a greater number of students and across a wider range of clinical procedural skills will be required to confirm our findings, and also its effectiveness on feedback and future performance.
SRL-microanalysis was used to collect within-subject data on undergraduate physiotherapy students\' use of the two key SRL processes (planning and monitoring) during their performance of different goniometry clinical procedural skills tasks and also at a fourth month interval.
An individual student\'s use of key SRL processes across different clinical procedural skill tasks and at a time interval was similar. Also, this similarity was identified for students with initial successful and unsuccessful performances.
Our findings have implications for the future wider practical implementation of SRL microanalysis to inform personalised SRL feedback for developing the clinical procedural skills of individual students. Further research with a greater number of students and across a wider range of clinical procedural skills will be required to confirm our findings, and also its effectiveness on feedback and future performance.
摘要：
■个别学生的临床程序技能的表现与他们对自我调节学习（SRL）过程的使用有关。然而,先前的研究尚未确定个别学生在不同临床程序技能任务和时间间隔中对SRL过程的使用是否相似。这项初步研究的目的是探索不同临床程序技能任务和时间间隔的个体学生使用SRL过程的相似性。
■SRL-微观分析用于收集本科理疗学生在执行不同测角临床程序技能任务期间使用两个关键SRL过程（计划和监测）的受试者内数据。
■个别学生在不同的临床程序技能任务和时间间隔中对关键SRL过程的使用是相似的。此外，对于最初的成功和不成功表现的学生，这种相似性被确定。
■我们的发现对SRL微观分析的未来更广泛的实际实施具有启示意义，以告知个性化的SRL反馈，以发展个别学生的临床程序技能。需要与更多的学生和更广泛的临床程序技能进行进一步的研究，以确认我们的发现。以及它对反馈和未来绩效的有效性。
■SRL-微观分析用于收集本科理疗学生在执行不同测角临床程序技能任务期间使用两个关键SRL过程（计划和监测）的受试者内数据。
■个别学生在不同的临床程序技能任务和时间间隔中对关键SRL过程的使用是相似的。此外，对于最初的成功和不成功表现的学生，这种相似性被确定。
■我们的发现对SRL微观分析的未来更广泛的实际实施具有启示意义，以告知个性化的SRL反馈，以发展个别学生的临床程序技能。需要与更多的学生和更广泛的临床程序技能进行进一步的研究，以确认我们的发现。以及它对反馈和未来绩效的有效性。
