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Strategies to support self-regulated learning in integrated, student-centered curricula.

Amy Greenberg1, Doreen M Olvet2, Judith Brenner3

  • 1College of Human Medicine at Michigan State University, East Lansing, MI, USA.

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Summary

Medical students in integrated curricula develop unique self-regulated learning (SRL) strategies to connect and plan across subjects. This research identifies specific behaviors to foster SRL skills for academic success.

Keywords:
Self-regulated learningacademic supportcoachingintegrated curriculumself-directed learningstudent-centered

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Area of Science:

  • Medical Education
  • Educational Psychology
  • Curriculum Development

Background:

  • Undergraduate medical education is increasingly adopting integrated, student-centered approaches.
  • Self-regulated learning (SRL) is crucial for student success in these evolving educational environments.
  • The effectiveness of learning strategies is known to be context-dependent.

Purpose of the Study:

  • To explore the specific self-regulated learning (SRL) strategies employed by medical students within an integrated, student-centered curriculum.
  • To understand how the unique context of modern medical education influences the development of SRL skills.
  • To identify practical approaches for fostering SRL in medical students.

Main Methods:

  • The study involved first-year medical students from two institutions with integrated, student-centered curricula.
  • Semi-structured interviews were conducted to gather data on students' learning strategies.
  • Interview data underwent both deductive analysis using the SRL framework and inductive analysis to identify specific strategies.

Main Results:

  • Medical students utilize context-specific strategies to support SRL within integrated curricula.
  • Students actively plan for material integration and connection-building across all phases of SRL.
  • Identified strategies reflect adaptations to the demands of student-centered learning environments.

Conclusions:

  • The findings highlight the adaptive nature of SRL strategies in response to curriculum design.
  • This study offers a practical roadmap for educators and students to enhance SRL.
  • Understanding these context-specific strategies can guide the development of more effective pedagogical interventions in medical education.