Self-regulated learning and medical education: a literature review

Abstract: Introduction: Self-regulated learning (SRL) is the active process that students perform to achieve their learning goals. In medical education, the development of SRL is favoured by the clinical environment, hence there is potential benefit in applying this tool in the teaching-learning process, although the differences in its application scenarios require deeper analysis. Objective: The aim of this article is to present a literature review on the development of SRL, its applicability and evaluation in medical students using a validated scale, and the factors that influence it, such as teaching methods and demographic and sociocultural issues. Method: A search was performed on the Pub-med and Scielo platforms and the online Medical Education Journal for articles in English published between 2010 and 2021 using the descriptors “Self-regulated learning”. Results: The database search resulted in 198 articles, of which 100 were selected for critical analysis. Of these, 31 articles were selected based on meeting the criteria of this review. Conclusions: SRL is a contemporary educational concept and considered a pillar in the educational process. It is a valuable tool in educational psychology. Its applicability in the context of medical education proves to be effective and brings with it specificities in relation to the self-regulation of medical students. However, further studies on the subject are necessary to allow for the development of effective instructional methods to support its use.

摘要：
引言：自主调节学习（Self-regulated learning, SRL）是学生为达成自身学习目标而开展的主动学习过程。在医学教育领域，临床环境能够促进自主调节学习能力的培养，因此将该方法应用于教学过程具备潜在应用价值，但由于其应用场景存在差异，仍需开展更深入的探讨与分析。
研究目的：本文旨在针对自主调节学习的发展历程、其在医学生中的适用性、基于经信效度验证量表的评估方式，以及影响该能力的各类因素（如教学方法、人口统计学特征与社会文化因素）展开系统性综述研究。
研究方法：本研究在Pub-med、Scielo两大平台及在线版《Medical Education Journal》中开展文献检索，检索范围为2010年至2021年发表的英文文献，检索主题词为“自主调节学习（Self-regulated learning）”。
研究结果：本次数据库检索共获取198篇相关文献，其中100篇经初步筛选后纳入批判性分析环节；最终依据本综述的纳入标准，从中遴选出31篇文献进行详细研读。
研究结论：自主调节学习是兼具时代性的教育理念，被视为教育过程的核心支柱之一，同时也是教育心理学领域极具价值的工具。该方法在医学教育场景中的应用已被证实具备有效性，且针对医学生的自主调节能力培养具有专属特性。不过，目前仍需开展更多相关研究，以开发能够支撑其落地应用的高效教学方法。