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. 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. 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. 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.

中文翻译：

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自我调节学习：在翻转教室环境中对医学生学习成果的影响

基于能力的医学教育越来越多地采用翻转课堂模式。但是，这对没有掌握自我调节学习策略的学生构成了重大挑战。这项研究探讨了哪些自我调节的学习技能会影响美国中西部一所大学医学院最初2年的学生学习成绩。调查数据用于评估146名一年级和二年级医学生对自我调节学习策略的使用如何影响他们在标准化考试中的表现。根据回归分析和内容分析的结果，发现使用同伴学习和寻求帮助分别对一年级和二年级学生的表现产生积极影响。而排练对学生的学习成绩有负面影响。