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

Maaike A van Houten-Schat1,2, Joris J Berkhout3, Nynke van Dijk4

  • 1Department of General Practice and Elderly Care Medicine, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands.

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Self-regulated learning (SRL) strategies for medical trainees vary based on individual, contextual, and social factors. Interventions primarily target goal setting and monitoring, neglecting self-evaluation, highlighting a need for further research.

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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.