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Self-Regulated Learning

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An Introduction to Medical Teaching

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 20))

Abstract

In this chapter, we introduce readers to the definition and core features of self-regulated learning (SRL). SRL is a theory of how individuals function in complex learning environments, be those academic or clinical settings. In our collective experiences as medical education researchers, clinicians, and teachers, we have found that an understanding of SRL can benefit both educators and learners. In particular, by viewing learning and performance through the lens of SRL, medical educators are in a better position to help trainees develop the tools and strategies needed to manage their own learning, move deliberately into independent practice, and thrive as self-directed, lifelong learners. To achieve our goals in this chapter, we define SRL, review its central features, distinguish it from related concepts, and describe how to incorporate its tenets into evidence-informed educational practice. Ultimately, we hope to illuminate the core features of SRL and describe how an understanding of those features can be used to enhance learning and performance in medical education.

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Further Reading

  • Andrews, M. A., Kelly, W. F., & DeZee, K. J. (2018). Why does this learner perform poorly on tests? Using self-regulated learning theory to diagnose the problem and implement solutions. Academic Medicine, 93(4), 612–615.

    Google Scholar 

  • Brydges, R., Manzone, J., Shanks, D., Hatala, R., Hamstra, S. J., Zendejas, B., & Cook, D. A. (2015). Self-regulated learning in simulation-based training: A systematic review and meta-analysis. Medical Education, 49(4), 368–378.

    Google Scholar 

  • Cleary, T. J. (2018). The self-regulated learning guide: Teaching students to think in the language of strategies. Routledge.

    Google Scholar 

  • Cook, D. A., & Artino, A. R. (2016). Motivation to learn: An overview of contemporary theories. Medical Education, 50(10), 997–1014.

    Google Scholar 

  • Loyens, S. M. M., Magda, J., Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20, 411–427.

    Google Scholar 

  • Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.

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Author information

Authors and Affiliations

  1. School of Medicine and Health Sciences, The George Washington University, Washington, DC, USA

    Anthony R. Artino Jr. & Richard J. Simons

  2. Uniformed Services University of the Health Sciences, Bethesda, MD, USA

    Abigail Konopasky

Authors
  1. Anthony R. Artino Jr.
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  2. Richard J. Simons
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  3. Abigail Konopasky
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Corresponding author

Correspondence to Anthony R. Artino Jr. .

Editor information

Editors and Affiliations

  1. Larner College of Medicine, University of Vermont, Burlington, VT, USA

    Kathryn N. Huggett

  2. Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC, USA

    Kelly M. Quesnelle

  3. School of Medicine, Geisinger Commonwealth, Scranton, PA, USA

    William B. Jeffries

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© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

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Artino, A.R., Simons, R.J., Konopasky, A. (2022). Self-Regulated Learning. In: Huggett, K.N., Quesnelle, K.M., Jeffries, W.B. (eds) An Introduction to Medical Teaching. Innovation and Change in Professional Education, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-030-85524-6_3

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  • DOI: https://doi.org/10.1007/978-3-030-85524-6_3

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-85523-9

  • Online ISBN: 978-3-030-85524-6

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