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Cues for self‐regulation: it's difficult to make predictions, especially about the future

Readers of this journal are likely to appreciate the perils of selfassessment, although some may be less familiar with evidence supporting medical students’ use of a conceptually related process called ‘self-monitoring’, which involves making moment-by-moment judgements of whether one’s knowledge or skills are adequate to be successful in a particular situation. In this issue ofMedical Education, de Bruin and colleagues present evidence from the cognitive sciences of how these selfmonitoring judgements are shaped by a variety of cues (e.g. an individual’s familiarity with or perceived difficulty of a situation), as well as how these judgements impact learners’ academic achievement or clinical reasoning. We elaborate below on how medical educators and researchers might use a ‘cue utilisation framework’ to understand the complicated relationship between cues and self-monitoring judgements.