Unveiling self-regulated learning practices in surgical residents: a scoping review

Abstract Purpose Self-regulated learning (SRL) is a proactive approach that can help surgical residents maximize learning among their many competing demands. While the literature reports frameworks for SRL in surgical education, a comprehensive list of strategies is needed for practical use. We conducted a scoping review to map SRL strategies used by surgical residents into a single collated resource. Methods We searched five electronic databases (PubMed, Embase, Web of Science, Cochrane, CINAHL) on July 16, 2024. Two team members independently reviewed abstracts, and six team members reviewed full texts in pairs with an initial calibration process and iterative conflict resolution. We characterized resident behavior by the three phases of Zimmerman’s model of SRL–forethought, performance, and self-reflection. Results Twenty-three articles were included from 4493 screened abstracts. For forethought: (1) Preoperatively identify and communicate learning goals to faculty via email or educational timeouts; (2) Review procedural steps and relevant anatomy in preparation for cases. For performance: (3) Verbalize observations, next steps, and challenges intraoperatively; (4) Seek help, including the expertise of supervisors, other healthcare professionals, and near peers. For self-reflection: (5) Make written, oral, or mental reflections of one’s performance and experiences to identify key learning points, areas of improvement, and reactions to clinical events. Conclusion Our scoping review identified specific strategies that surgical residents use to maximize SRL inside and outside of the operating room. The outlined SRL behaviors can help residents engage in practice-based learning and improvement by evaluating their current practices and considering new positive habits.