Self-directed learning, a beacon of light in the sea

Abstract

Self-regulation has becoming a transversal competence, common to all health professions, because this competence is relevant during the learning rocess and professional development. Its definition, from the social cognitive theory perspective, highlights the individual compromise and achievements during the learning process acquired as a continuous, autonomous and independent process. Its elements and leverages are described. How self-regulated learning is taught and evaluated is discussed, and supported with studies from the last five years, with some examples included.