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Promoting self-regulated learning in a final-year online Integrated Primary Care course: A cross-sectional survey Aviva Ruchl, Joel Francisl, Ann George2 Division of Family Medicine, 2Centre for Health Science Education UNIVERSITY OF THE WITWATERSRAND, JOHANNESBURG INTRODUCTION Medical education has entered a new era in which online learning will continue to have an important role(l), underscoring educators' critical role in promoting self-regulated learning(2). The Covid-19 pandemic exacerbated the difficulties of teaching Integrated Primary Care, a course that combines the fundamental medical disciplines to teach primary health care, across decentralised training sites at the University Of Witwatersrand. The challenge of teaching a clinical skills course online made it essential to explore students' experiences and perceptions to establish which aspects should be retained or improved. METHODS • An online survey with closed- and open-ended questions administered in November 2021 • Used a purposive sample Of final year medical students (n=316) • Respondents were asked about their usage and the usefulness of the course • The quantitative data was analysed using descriptive and inferential statistics • The open-ended responses were analysed using content analysis(3) RESULTS The survey response rate was 52% (164/316). Most respondents agreed that the online learning materials (Ol-rvl): • were easily accessible (90%) • supported their learning (80%) • prepared them for assessments (60%) • the skills videos and differential diagnosis construction tasks improved their clinical skills (64%) • assisted them to develop problem-solving skills (56.8%) which prepared them to manage patients (64.1%). Figure 1 shows the counts of categories and subcategories of features of the online IPC course that promoted learning. CONCLUSION The respondents felt that the OLM were comprehensive and prepared them for the clinical context. However, not all were able to regulate their learning, especially given the challenges students faced during the pandemic. The findings promoted reflection on what measures could be introduced to facilitate online learning. Content identified important topics Content supported learning Content was organised Content focused learning Promoted further reading Content addressed the IPC objectives Content was comprehensive Content promoted clinical application Learning expectations were clear Content was relevant Content considered a framework for learning Learning objectives were clear Videos were of suitable length Content was easy to work through Content was clear Content included a variety of information tools Content was engaging Organisation helped direct learning Provided a basis for learning Included too many folders Councelling tutorials need to be earlier Content was disorganised Content covered other disciplines Prefers case based scenarios Content and tutorials did not align Difficult to assess what was relevant Studied but didn't feel prepared Did not use content Content did not prepare student for MCQs Content needed more depth Needed content headings Insufficient content Content was too broad Content was not comprehensive Content did not prepare student for examinations -10 -1 3 3 -5 3 3 5 Usefulness Of content (n=34) Organisation of content (n=23) Selection Of o 10 15 20 25 35 Figure 1 . Features of the online IPC course that promoted learning REFERENCES 1. Wayne DB. Green M. Neilson EC. Medical education in the time of COVID•1g. Vol. 6, Science Advances. American Associatlon far the Advancement of Science; 2020. 2. J, Oe F, Reina V R, KindekensA, duffel T, Lombaerts K. The Role of Teachers' Self-regulatcw,' Capacities in the Implementation Of Self-regulated Learning Practices. Procedia - SOC Behav 3. Krippendorf A. Content Analysis. An Introduction to Its Methodology. Third Edition Los Angeles; SAGE; 2013. Chapter I and History and The Logic of Content Analysis Designs; p. 10-23 and p.82-97.