Self-regulated learning: The effect on medical student learning outcomes in a flipped classroom environment

Binbin Zheng*, Yining Zhang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

58 Scopus citations


Background: The flipped-classroom model is increasingly being adopted in competency-based medical education. However, it poses a major challenge to students who have not mastered self-regulated learning strategies. This study explores which self-regulated learning skills affect student learning performance in the first 2 years of medical school at a university in the midwestern United States. Methods: Survey data were used to assess how 146 first- and second-year medical students' use of self-regulated learning strategies affected their performance on standardized tests. Results: Based on the results of regression analysis and content analysis, it was found that the use of peer learning and help-seeking positively affected the performance of first- and second-year students, respectively; whereas the use of rehearsal had a negative effect on student learning outcomes. Conclusions: The study findings imply that during the transition period from traditional lecture-intensive learning to flipped-classroom learning, promoting peer learning and help-seeking could significantly improve students' academic achievement.

Original languageEnglish
Article number100
JournalBMC Medical Education
Issue number1
StatePublished - 31 Mar 2020
Externally publishedYes


  • Flipped classroom
  • Help-seeking
  • Peer learning
  • Self-regulated learning


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