期刊名称：International Journal of Qualitative Studies on Health and Well-being
电子版ISSN：1748-2631
出版年度：2009
卷号：4
期号：4
页码：228-244
DOI：10.3402/qhw.v4i4.5019
语种：English
出版社：Taylor & Francis
摘要：Self-regulation skills in the context of medicine are important and can foster learning. While regulating felt experiences has been shown to enhance performance and well-being in sport, this process has not been examined in medicine. The purpose of this multiple case study was to explore the process in which four female medical students learned to regulate how they felt by participating in a feel-based, person-centered intervention. Results, synthesized through an analysis of narratives, indicated that for each student, feel was a holistic, dynamic, self-defi ned multidimensional experience that varied over time. Through the intervention, each student was able to identify how they wanted to feel based on different dimensions, observe how these mediated each other, and learn how to regulate their felt experiences to optimize performance and well-being. Findings are linked to the growing literature on self-regulation and give insight into healthy, lifelong, self-regulated learning in the medical fi eld. Key words: Self-regulation , medical students , learning, feel , multi-dimensional experiences , analysis of narrative
