1. The study examined how third-year clinical science students regulated their learning over the course of a problem-based learning (PBL) year. Surveys and interviews were conducted to understand students' self-regulated learning (SRL) and how it changed over time. 2. Initial results found students had high levels of reflection but lacked motivation due to a lack of structure and assessment. Over time, students improved in self-evaluation, seeking help, and knowledge retention, but were influenced by less engaged peers. 3. While PBL afforded opportunities like small groups and self-assessment, constraints included the effect of disengaged peers and a lack of defined learning boundaries. Overall implementation of PBL may need