Strengthening teachers’ dual role in self-regulated learning during diagnostic reasoning supervision

Introduction Clinical teachers play a dual role in supporting self-regulated learning (SRL) in workplace-based education: they model the regulatory processes and facilitate learners’ planning, monitoring, and reflecting on learning tasks. These roles are especially relevant during diagnostic reasoning supervision, yet little is known about how they can be strengthened through specific interventions. This study aimed to evaluate the perceived effects and value of an SRL-support training programme designed to strengthen clinical teachers’ dual role as SRL models and facilitators during diagnostic reasoning supervision in workplace-based dental education.Methods We conducted a design-based research study using a mixed-methods approach. Thirty dental clinical supervisors completed a six-week programme delivered through a learning management system. The programme primarily used asynchronous learning, with short tutorials, complementary readings, and applied tasks. Quantitative data included pre- and post-programme questionnaires and a satisfaction survey. Qualitative data were collected through a guided reflective matrix, two focus groups, and open-ended survey responses.Results The programme was well received and was associated with teachers’ reports of increased self-efficacy in supporting SRL, a higher self-reported frequency of SRL-supportive teaching practices from pre- to post-assessment (both p < .001). Qualitative findings suggested that teachers became more intentional in planning supervision, prompting students’ reasoning, and using reflection in clinical teaching. Participants also described a shift from intuitive to more deliberate supervision and a more explicit use of SRL-supportive strategies. However, workload, time pressure, and local teaching norms were identified as important barriers to implementation in daily practice.Conclusions Good acceptability, promising feasibility, and initial signs of potential effectiveness reinforce the value of this programme as a faculty development initiative. The findings suggest that SRL-support training can help teachers make regulatory processes more explicit, structured, and actionable, with broader relevance for health professions education.