Self-Regulated Learning in Students of the Faculty of Medicine and Surgery, Southeast Regional University (Oaxaca, Mexico)

Introduction: Self-regulated learning is identified as an active, independent, autonomous, critical, adaptive, reflective and strategic process, to achieve comprehensive training, continuous selfimprovement, self-determination, autonomy and update itself permanently. The objective of this work is to analyze the self-regulation strategies of undergraduate students assigned to the Faculty of Medicine and Surgery of the Southeast Regional University for the 2019-2020 school year.

 

Methodology: This is a descriptive-cross-sectional study, the sample was obtained through a simple random sampling among students from first to fifth year, with substitution of exclusion elements, the instrument used was the adapted Torre questionnaire (2016) and validated for this study.

 

Results: Study subjects demonstrated adequate metacognitive awareness, control and verification, in addition to having active processing during classes, however, they present little effort in performing tasks, which leads us to establish recommendations for the educational practice that reinforces above all the teaching of these strategies in the university environment of health sciences.

 

Conclusion: The undergraduate students of the Faculty of Medicine and Surgery of the Southeast Regional University are clear about what self-regulated learning is mainly in students of more advanced years or who have already begun to contact the clinical area, unlike the students of the first years where behavioral strategies are still perceived.