Presented By: Aniela Mendez, Tecnológico de Monterrey
Co-Authors: Emilio Salas, Tecnológico de Monterrey

Purpose 
Academic self-regulation (SR) is crucial for this process; it includes establishing goals, assessing the objectives, emotional response to progress, and adjusting strategies to achieve the initial objectives or quit the task. In the healthcare curriculum, self-regulated learning (SRL) is crucial to improving academic achievement and clinical performance; however, there is a lack of studies that aim to diagnose and subsequently intervene in healthcare students' self-regulation and learning process. 

Methods 
 The Motivated Strategies for Learning Questionnaire (MSLQ) was applied to second-semester students from different health programs in the School of Medicine and Health Sciences of Tecnologico de Monterrey in Mexico. This questionnaire evaluates two constructs of SRL: the motivational and the use of learning strategies. The questionnaire was anonymously answered and students received their scores and feedback on strengthening the lower-scored constructs. Subsequently, a group of 15 medical school professors was interviewed to inquire how academic SR supports or correlates with the results of the MSLQ. 

Results 
The MSLQ was answered by 602 students from different health programs on four campuses. The average score was 79 for the motivational dimension and 74 for learning strategies. This questionnaire also evaluates the sub-constructs of each dimension. For the learning strategies, the sub-constructs with the lowest scores were effort regulation (67) and collaborative learning (69); and memorization, organization, and elaboration received the highest scores (79, 78, and 78 respectively). On the other hand, 73 students showed challenges in managing academic motivation. Interviews with the professors are being conducted at present. 

Conclusion 
Students and teachers must be aware of the self-regulation process in the learning environments. Compelling evidence supports its importance and for healthcare students, a prompt assessment and consequent intervention early in their careers will improve performance and achievement of academic goals enabling success in years to come.