Self-assessment and self-regulated learning

The need for physicians to engage in effective self-regulated learning is well documented and pressing, given the links between continuing medical education and the quality of health care. However, there is little published evidence that medical schools and postgraduate training institutions are successfully helping students become effective self-regulated learners. Casey White and Larry Gruppen attempt to assure medical educators that self-regulated learning can be taught and that teachers play a pivotal role in helping students to develop the necessary skills. Their paper provides a theoretical and practical framework for self-regulated learning and proposes a model for its integration into medical education.