Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed,
professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and
ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated
outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation
involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree.
The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and
reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of
engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for
SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in
and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can
be integrated into PBL.