Self-regulated learning in the clinical context: a systematic review.

Area of Science:

• Medical Education
• Learning Sciences

Background:

• Self-regulated learning (SRL) is crucial for medical students and residents' workplace learning.
• Effective SRL involves goal setting, strategy selection, and progress assessment.
• A comprehensive understanding of SRL strategies, influencing factors, and interventions in clinical settings is lacking.

Purpose of the Study:

• To provide an overview of effective SRL strategies for medical students and residents in clinical contexts.
• To establish a theoretical foundation for SRL in medical workplace learning.
• To identify key strategies, influential factors, and interventions for stimulating SRL.

Main Methods:

• Systematic review adhering to Association for Medical Education in Europe guidelines.
• Searched multiple databases (PubMed, EMBASE, Web of Science, PsycINFO, ERIC, Cochrane Library) from 1992 to 2016.
• Included qualitative and quantitative studies, with independent review and quality assessment by two reviewers.

Main Results:

• Diverse SRL strategies were observed, influenced by individual (goal setting), contextual (time pressure, patient care), and social (supervisors, peers) factors.
• Identified interventions included coaching, learning plans, and supportive tools.
• Interventions predominantly focused on goal setting and monitoring, with no support for self-evaluation.

Conclusions:

• SRL in clinical environments is a complex interplay of individual and contextual factors.
• Future research should explore the SRL process in clinical settings.
• Further investigation is needed on how medical trainees assess their progress toward learning goals.