Health sciences students face many challenges in regard to clinical practical learning. A better understanding of student learning is required to address student needs in this crucial phase. The theory of self-regulated learning provides a comprehensive view of learning and could serve as a basis for further research. There are instruments to assess self-regulated learning in preclinical academic learning. However, there are no such instruments for workplace learning. The aim of the present study is to provide a comprehensive inventory from which researchers can select those scales that are relevant to their research questions in the investigation of workplace learning. Hence, the aim is to develop and validate a set of scales to assess undergraduates' workplace learning in health sciences education in four areas (cognition, motivation, emotion, and context) on two levels (the learning process level and the metalevel). Study 1 is a qualitative multimethod study to identify indicators and develop items. It integrates the perspectives of students, teachers, and researchers and includes six steps: literature review, interviews, synthesis, item development, expert review, and cognitive pretesting. This study yields a set of scales for each area on both levels. Study 2 is a quantitative study to assess the psychometric properties. The results show acceptable values in terms of unidimensionality, reliability and validity for each of the 31 scales. The newly developed Workplace Learning Inventory is comprehensive; the scales are relevant to workplace learning and short enough that their administration is feasible in the workplace setting. The rigorous process of questionnaire development contributes to the validity of scales. By providing the Workplace Learning Inventory, we hope to encourage research on workplace learning in health sciences education from an educational psychology perspective.

中文翻译：

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健康科学教育工作场所学习量表的开发和验证：一项多方法研究。

健康科学专业的学生在临床实践学习方面面临许多挑战。在这个关键阶段，需要更好地了解学生的学习，以满足学生的需求。自我调节学习理论提供了一种全面的学习观，可以作为进一步研究的基础。有一些工具可以评估临床前学术学习中的自我调节学习。然而，没有这样的工作场所学习工具。本研究的目的是提供一个全面的清单，研究人员可以从中选择与工作场所学习调查中的研究问题相关的量表。因此，目的是开发和验证一套量表，在两个层面（学习过程层面和元层面）四个领域（认知、动机、情感和情境）评估本科生在健康科学教育中的工作场所学习情况。研究 1 是一项定性多方法研究，旨在确定指标并制定项目。它整合了学生、教师和研究人员的观点，包括六个步骤：文献综述、访谈、综合、项目开发、专家评审和认知预测试。这项研究为两个层面上的每个区域提供了一套量表。研究 2 是一项评估心理测量特性的定量研究。结果显示 31 个量表的单维性、信度和效度均可接受。新开发的职场学习量表内容全面；这些量表与工作场所学习相关，并且足够短，以便在工作场所环境中进行管理是可行的。问卷开发的严格过程有助于提高量表的有效性。通过提供工作场所学习量表，我们希望鼓励从教育心理学的角度对健康科学教育中的工作场所学习进行研究。