Lifelong Learning in Medicine: A Two-Part Intervention to Encourage Self-Regulated Learning Skills Among First-Year Medical Students

Abstract

Purpose: Students with developed self-regulated learning (SRL) skills demonstrate an ability to set individualized educational goals, select optimal learning strategies for reaching these goals and reflect on overall progress. The primary aims of this study were to investigate first-year medical students’ perceived utility of a self-regulated learning-inspired intervention and to assess the impact of its implementation on students’ intended use of SRL throughout medical school. Methods: A two-part educational intervention focused on SRL skill development was carried out at Harvard Medical School during the start of the 2021 academic year. For the first component of the intervention, 169 first-year medical students engaged in an interactive class session structured around SRL concept videos, a brief lecture, small group discussions and individual reflection. Students completed pre- and postintervention surveys which inquired about learners’ current and anticipated application of SRL skills. During the second component of the intervention, 15 first-year medical students participated in a set of one-on-one academic coaching sessions. All coaching participants completed follow-up semi-structured interviews. Results: Prior to the intervention, 60.1% (n=92) of students reported utilizing evidence-based learning strategies, compared to 92.8% (n=142) of students (p .001) who anticipated applying SRL skills at the completion of the classroom session. From the analysis of written survey responses and semi-structured interviews, students indicated recognition of the educational benefit of SRL skill application and described a variety of methods for future integration of specific strategies into their learning routine. Conclusions: Engagement in a self-regulated learning intervention resulted in increased anticipated use of evidence-based learning strategies, goal setting and reflection among first-year medical students and provided a psychosocial benefit during their transition to medical school. Both classroom-based learning sessions and one-on-one academic coaching programs are feasible approaches for encouraging the use of self-regulated learning techniques in the preclinical setting