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Self-regulated learning has emerged as a powerful new learning practice that is able to promote the transfer of knowledge and skills to real-life situations. It makes students more independent of their teachers in extending and updating their knowledge base, especially in the emerging medical ¿Problem-Based Learning¿ (PBL) curriculum. Personal factors such as emotions, positively or negatively affect the existence of self-regulation in students. Considerable research has been generated on these concepts in other fields of education. Yet the study of these emotions and learning strategies has largely been neglected in the education field of medicine.