What can student pre-dispositions for self-regulated learning (SRL) tell us about how they might interact with the clinical learning context?

Self-Regulated Learning (SRL) is recognised as an important graduate capability across a range of disciplines. It is also known that learning is context dependent and students do not always transfer their learning, or SRL capability between the formal teaching context and the clinical setting. A recent review has found that interventions focused on SRL in clinical contexts are restricted to goal setting and monitoring rather than self-evaluation (von Houten-Schat et al 2018). There has been limited research and intervention aimed at improving student reflection and ability mindfully transfer their skills when appropriate in this setting. More explicit recognition of the interdependence between person and context in clinical learning situations is needed.