Study 4: Strengthening teachers’ dual role in self-regulated learning during diagnostic reasoning supervision

Thirty clinical supervisors completed the programme. Quantitative data included pre- and post-programme measures of self-efficacy for supporting SRL and the frequency of SRL-supportive teaching practices, together with an end-of-programme satisfaction survey completed by 18 participants. Qualitative data were generated through a guided reflective matrix, two focus groups, and open-ended satisfaction-survey responses.

Datafiles The dataset accompanying this descriptor contains two files. • Study4_Quantitative_Data_EN_Deidentified.xlsx: De-identified quantitative dataset presented in English. The workbook contains pre/post questionnaire data for the 30 programme completers and closed-ended satisfaction-survey data for the 18 respondents. Repository-specific identifiers replace original participant codes, and potentially identifying demographic and administrative metadata are excluded. • Study4_Qualitative_Data_EN_Deidentified.docx: De-identified analysed qualitative data presented in English.

The file consolidates the analytical framework and findings from the guided reflective matrix, the final thematic structure and selected de-identified excerpts from two focus groups, and English translations of all open-ended satisfaction-survey responses. Full raw reflective-matrix responses and full focus-group transcripts are not included to reduce the risk of re-identification within the small clinical teaching cohort.