Medical students’ self-regulation of learning in a blended learning environment: a systematic scoping review

ABSTRACT

Background

Medical curricula are constantly evolving in response to the needs of society, accrediting bodies and developments in education and technology. The integration of blended learning modalities has challenged traditional methods of teaching, offering new prospects in the delivery of medical education. The purpose of this review is to explore how medical students adapt their learning behaviours in a Blended Learning environment to become more independent and self-regulated, in addition to highlighting potential avenues to enhance the curriculum and support student learning.

Methods

Using the approach described by Levac et al. (2010), which builds on Arksey and O’Malley’s framework, we conducted a literature search of the following databases: MEDLINE (Ovid), ERIC, EBSCO, SCOPUS and Google Scholar, utilising key terms and variants of “medical student’, ‘self-regulated learning’ and ‘blended learning’. The search yielded 305 studies which were further charted and screened according to the Joanna Briggs Institute.

Results

Forty-four studies were identified and selected for inclusion in this review. After full analysis of these studies, underpinned by Self-regulation theory, five major concepts associated with students’ learning behaviours in a Blended Learning environment were identified: Scaffolding of instructional guidance may support self-regulated learning; Self-regulated learning enhances academic performance; Self-regulated Learning improves study habits through resource selection; Blended learning drives student motivation and autonomy; and the Cognitive apprenticeship approach supports Self-regulated learning.

Conclusion

This review uncovers medical students’ learning behaviours within a Blended learning environment which is important to consider for curricular adaptations and student support.

KEYWORDS:

• Medical student
• self-regulated learning
• blended learning
• scoping review

Supplemental data

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Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Western Sydney University [HDR grant at Western Sydney University].