Dos  algoritmos à responsabilidade: como estudantes de medicina autorregulam a aprendizagem na interseção entre direito e tecnologia

Omar Alobud

doi:10.22633/rpge.v29iesp4.20776

Authors

Omar Alobud King Saud bin Abdulaziz University for Health Sciences https://orcid.org/0009-0004-7541-5873

DOI:

https://doi.org/10.22633/rpge.v29iesp4.20776

Keywords:

Self-regulated learning, Medical education, Artificial intelligence, Digital health, Professional identity

Abstract

This study investigates how medical students develop self-regulated learning strategies when engaging in the legal and computational dimensions of medicine in an increasingly digital educational environment. Thirteen undergraduate students participated in semi-structured interviews, analyzed using Braun and Clarke’s thematic approach. Three themes emerged: algorithmic planning and legal foresight, ethical debugging and adaptive reasoning, and reflective compliance and professional accountability. Students initially viewed the material as technical but gradually reframed it as a process of ethical self-governance. They learned to plan with moral foresight, test the validity of their reasoning, and evaluate decisions through the lens of accountability. The findings extend traditional SRL theory by showing how metacognitive regulation evolves into ethical reasoning when students engage with interdisciplinary content. Embedding self-regulation within technology–law curricula can foster reflective, responsible learners prepared to act with integrity in an era of data-driven medical practice.

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Author Biography

Omar Alobud, King Saud bin Abdulaziz University for Health Sciences

Assistant Professor, King Saud bin Abdulaziz University for Health Sciences, King Abdullah International Medical Research Center (KAIMRC). Ministry of National Guard - Health Affairs, Saudi Arabia.

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