LAUSR

Ongoing learning in complex clinical environments requires health professionals to assess their own performance, manage their learning, and modify their practices based on self‐monitored progress. Self‐regulated learning (SRL) theory suggests that although learners may be capable of such learning, they often need guidance to enact it effectively. Debriefings following simulation may be an ideal time to support learners' use of SRL in targeted areas, but the extent to which they are optimally fostering these practices has not been examined.