In the need of self-regulated learning interventions in undergraduate medical education

Abstract

Medical knowledge keeps growing and education doesn’t end with college, on the contrary, we need lifelong learners. Our future doctors require new tools to develop goal-outcome behaviors, select strategies to achieve better care to patients and to become lifelong learners. Thus self-regulated learning (SRL) emerge as a promise land. Our objective in this review is to describe the research conducted on interventions and training programs to promote self-regulated learning skills in medical students. A literature search was conducted following Garcia Peñalvo model for systematic reviews and the PRISMA statement, the search includes Web Of Science (WOS), EBSCO, ProQuest, Scopus, PubMed and Scielo from 2009 to 2022. We identified 362 articles, 7 were eligible for evaluation. Seven (100%) studies were longitudinal, three were randomized clinical trials. The country that contributed the most literature was the United States, no articles were found in Latin America; the most used instrument to measure SRL was the Motivated Strategies for Learning Questionnaire (MSLQ), most of the interventions teach SRL skills in implicit manners, two of them teach SRL skills in explicit manners. There is a large field to explore regarding interventions and training programs to foster SRL in medical students.