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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Supporting Self-Regulated Learning in Medical School: A National Survey.
Anna Romanova1, Susan Humphrey-Murto2, Craig Campbell1
1Department of Medicine, Division of General Internal Medicine, The Ottawa Hospital, Ottawa, CAN.
Cureus
|June 17, 2026
Summary
Medical schools vary in supporting self-regulated learning (SRL) skills. Learning plans (LPs) are used inconsistently, highlighting a need for standardized, evidence-based strategies to foster lifelong learning in physicians.
Area of Science:
- Medical Education
- Physician Training
- Lifelong Learning
Background:
- Physicians require continuous knowledge updates for competency.
- Self-regulated learning (SRL) skills are crucial for lifelong learning but not innate.
- Learning plans (LPs) support SRL but are inconsistently used in undergraduate medical education (UME).
Purpose of the Study:
- To investigate how Canadian UME programs support SRL skill development.
- To determine the extent of LP use in UME programs.
- To identify barriers and facilitators to LP implementation.
Main Methods:
- A national cross-sectional survey of 17 Canadian UME programs was conducted.
- Data were collected between November 2023 and January 2024.
- Descriptive and qualitative content analyses were used.
Main Results:
- 10 of 17 (59%) UME programs responded.
- Eight schools (80%) use LPs, primarily for struggling students.
- Barriers include lack of SRL skills, training, time, and feedback; facilitators include training and faculty co-creation.
Conclusions:
- Canadian UME programs show diverse SRL support strategies.
- Standardized, evidence-based practices are needed for SRL and LP optimization.
- LPs should be used proactively for all students, not just for remediation.
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