Abstract

MEDINA-RAMIREZ, Raquel I; ALAMO-ARCE, Daniel D; COSTA, Manuel J  and  RODRIGUEZ DE CASTRO, Felipe. Self-regulated learning: a strategy to ‘teach to learn’ in health sciences. FEM (Ed. impresa) [online]. 2019, vol.22, n.1, pp.5-10.  Epub Oct 14, 2019. ISSN 2014-9840.  https://dx.doi.org/10.33588/fem.221.981.

The training of healthcare professionals obeys to specific learning objectives that must result in observable and assessable learning achievements, and in mastered knowledge acquisition. In order to improve the learning process of clinical skills, several methods have been developed with the aim of assessing self-regulated learning. Self-regulated learning is an active process where individuals select the academic goals they wish to achieve and, for that purpose, they regulate a set of factors that influence their learning. Self-Regulated Learning Microanalytic Assessment and Training may be taken as an example. This method consists of a structured interview that tries to capture the thoughts, feelings and actions devoted to the execution of specific tasks. Current investigations in this field have shown that high-achievers tend to think more strategically and regulate themselves better when performing activities or tasks. Finally, the microanalysis may be implemented as the strategy used to identify how students learn, and to generalize in healthcare education.

Keywords : Healthcare education; Self-regulated learning.

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