Editorial: Self-Regulated Learning in Medical Education

Social-cognitive researchers have defined self-regulated learning (SRL) as a cyclical process whereby individuals use self-generated feedback about their own learning to optimize their deliberate pursuit of personal goals.1 Self-regulated learning is a multi-dimensional construct, with selfregulated learners being cognitive, affectively, and behaviorally involved in their learning processes. 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 healthcare. SRL comprises a set of skills that can be learnt. Educational psychologists view SRL as a complex cycle comprising intermingling elements such as social, motivational, and behavioral components.