Postgraduate learner perspectives on transforming learner handover to promote self-regulated learning

Postgraduate learners have similar perspectives on learner handover as other groups in medical education. A model for learner handover that leverages existing learner handover activity into a process for developing a self-regulated learner is created from these findings and the literature. This can inform postgraduate training programs on how to formalize learner handover practices to benefit the learner's development and provide targets for faculty development.