Introduction

Self-regulated learning is identified as an active, independent, autonomous, critical, adaptive, reflective and strategic process, to achieve comprehensive training, continuous improvement, self-determination, autonomy and permanent updating.

Objective

The objective of this work was to analyze the strategies of undergraduate students during the COVID-19 pandemic assigned to the Faculty of Medicine and Surgery of the Southeast Regional University for the 2020-A academic year.

Method

This is a descriptive-cross-sectional study, the sample was obtained through a simple random sampling among students from first to fifth year, with substitution of exclusion elements, the instrument used was the adapted Torre questionnaire (2007) and validated for this study.

Results

The study subjects demonstrated adequate awareness, control and metacognitive verification, in addition to having active processing during virtual classes, however, they present little effort in carrying out the tasks, which leads us to establish recommendations for educational practice that especially reinforce the teaching of health sciences at the university level.

Conclusions

70% of undergraduate students from the Faculty of Medicine and Surgery of the Southeast Regional University consider themselves self-regulating in their learning process during this confinement derived from the pandemic.