Self-Regulated Learning Practice of Undergraduate Students in Health Professions Programs

Area of Science:

• Health Professions Education
• Educational Psychology

Background:

• University students are expected to be independent learners.
• Self-regulated learning (SRL) involves students managing their learning to meet goals.
• This study explored SRL in health professions undergraduates during the COVID-19 pandemic.

Purpose of the Study:

• To investigate the practice of self-regulated learning (SRL) among undergraduate students in a health science university.
• To understand how SRL was applied in the context of online learning during the COVID-19 pandemic.

Main Methods:

• Focus group discussions were conducted with 33 undergraduate students from five health professions programs.
• Thematic analysis was used to analyze student responses regarding their SRL practices.

Main Results:

• Students demonstrated SRL through forethought, goal setting, performance, and self-reflection.
• Academic goals (e.g., GPA) and personal development goals (e.g., interpersonal skills) were pursued using various strategies.
• Students adapted by employing time management, creating conducive learning environments, and engaging in self-reflection to overcome challenges.

Conclusions:

• Health professions undergraduates showed evidence of practicing SRL, adapting to online learning and pandemic-induced changes.
• Individualized SRL processes enabled students to strategize and achieve their goals despite disruptions.
• Universities should promote SRL to enhance student success in their academic and future careers.