Background: Preparing medical students how to learn during clerkships is vital to support their transition from preclinical to workplace learning. However, training programs fostering students’ workplace learning skills are sparse. To address this gap, the ‘Learning to Learn at the Workplace’ training program was developed, combining strategies for informal workplace learning with self-regulated learning (SRL) techniques.

Approach: Using the ‘ADDIE’ instructional design model, the training was developed, implemented and evaluated. It consists of four classroom sessions combined with workplace assignments, each addressing a different SRL theme for informal workplace learning: learning goals, asking questions, feedback, and reflection. Additionally, the influence of the clerkship context on SRL is addressed, with the aim to enable students to recognize and utilize informal workplace learning.

Outcomes: The training was piloted with medical students during their second or third clerkship (n = 33). Students provided written feedback following each session and completed a final questionnaire (n = 21). Teachers evaluated implementation fidelity after each session. Students reported that the training effectively supported their self-regulated workplace learning. They particularly valued its relevance, practical tools, and the opportunity to exchange clerkship learning experiences.

Reflection: Students gained valuable insights into self-regulated informal workplace learning at clerkships. To further stimulate application of taught skills during clerkships, better integration of transfer tasks into the training is suggested. Involving numerous stakeholders and extensive literature in the developmental process ensured this training aligned with students’ needs and received positive evaluations from students, teachers, and curriculum developers. Subsequently, the training will become a mandatory part of the current curriculum.