In the need of self-regulated learning interventions in medical students: a systematic review

Background: The new quality standards for the evaluation of future physicians require new tools, among which self-regulated learning is a promising area, so it is necessary to establish what interventions can be made to promote it. Objectives: To analyze the contributions of research conducted on interventions and training programs on self-regulated learning skills in medical students. Methods: : A systematic review was conducted following PRISMA statement, the search includes Web of Science (WOS), EBSCO, Proquest, Scopus, Pubmed and Scielo from 2009 to 2022, of the 362 articles identified, 7 were selected for our evaluation. Results: : Most of the studies conducted with interventions were longitudinal (n=4), the remaining three were randomized clinical trials, the country that contributed the most literature was the United States and no articles were found on interventions in Latin American countries, the most used instrument was the Motivated Strategies for Learning Questionnaire (MLSQ), most of the interventions were heterogeneous but in two studies Self-regulated learning skills were taught explicitly. Conclusions: : There is a large field to explore with respect to interventions to foster self-regulated learning in medical students, and these future studies should seek to standardize our approach to promoting these skills in order to maximize the impact of self-regulated learning on the performance and well-being of our students.