ArticleCureus2026
Supporting Self-Regulated Learning in Medical School: A National Survey.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction Physicians must continuously update their knowledge and skills to maintain competency, yet the self-regulated learning (SRL) skills required for lifelong learning are not innate and must be learned from the start of medical training. Learning plans (LPs) are an effective SRL support strategy but are inconsistently used in undergraduate medical education (UME). How best to support lifelong learning for medical students and sustain it after graduation remains unclear. Methods A national cross-sectional survey of 17 Canadian UME programs was conducted between November 2023 and January 2024 to determine how they are supporting SRL skill development, whether they use LPs to do so, and identify barriers and facilitators to LP use. Data were analysed using descriptive and qualitative content analyses. Results Of the total, 10 of 17 (59%) UME programs responded to the survey. Schools use different terminology when talking about SRL and approach SRL and LP implementation in variable ways. Eight schools (80%) currently use LPs, mainly for struggling students. Barriers to LP use for students and faculty include a lack of SRL skills, LP development training, time, engagement, guidance, and feedback. Facilitators include SRL skills training, using a framework for goal setting and LP development, as well as co-creation with faculty. Conclusion Canadian UME programs demonstrate a diversity in approaches and strategies for SRL support. However, standardized evidence-based practices are needed to enhance SRL skill development for both students and faculty and optimize the use of LPs, not just within the context of remediation but as a proactive tool for lifelong learning success for all.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.