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With medical education transitioning from traditional curricular to competency-based curricular, the curricular change is usually accompanied by the integration of technology, adoption of flipped classroom model, and self-directed learning. While in non-medical education research has suggested the importance of self-regulated learning strategies for students’ self-directed learning, scant research has been focused on this in medical education. This study thus looked into 26 medical students’ use of digital technologies in a flipped classroom environment, and how their use of technology supported students’ self-regulated learning strategy development. The results showed that students’ extensive use of outside learning resources, organization tools, and communication tools facilitated their development of self-regulated learning strategies, such as elaboration, organization, planning, reflecting, and resources management.