Developing a holistic approach to teaching biosciences using self-regulated learning theory.

Abstract

Objective To present a holistic approach to teaching physiology and bioscience by embedding self-regulated learning (SRL) strategies into course design, to address persistent learning challenges faced by students in health-related disciplines. Background Health science students often report difficulty with bioscience and physiology subjects due to their conceptual complexity and volume of content. These difficulties are frequently accompanied by low self-efficacy and poor study skills. This paper proposes a meta-curriculum that integrates evidence-based SRL strategies with physiology content to improve student engagement and learning outcomes. Design The approach embeds SRL strategies into a learning cycle framework aligned with the phases of forethought, performance, and self-reflection. Strategies are explicitly taught within the discipline context, allowing students to develop and apply them progressively throughout the course. Methods Each phase of the cycle is aligned with content delivery and reinforced through explicit instruction, instructor modelling, and guided practice. Cognitive, metacognitive, and resource management strategies are introduced and applied within the context of the discipline. Results Students engaging with this integrated approach are better equipped to manage their learning, select effective strategies, and develop self-efficacy. The approach is particularly beneficial for students who may not actively seek learning support. Conclusions Integrating SRL within physiology instruction can enhance both academic performance and learner confidence. A meta-curriculum structured around self-regulated learning offers a transferable model for improving learning outcomes across bioscience and health education contexts.