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Computer-supported scaffolding plays a pivotal role in advancing problem-solving skills and improving cognitive learning outcomes in self-regulated learning. However, there is limited research on the effectiveness of different types of scaffolds and the role they play in the context of clinical problem-solving. This study performed latent profile analysis on the use of different scaffolds of 86 medical students as they solved a clinical reasoning problem in a computer-based learning environment. Specifically, we profiled students’ use of conceptual, strategic, and metacognitive scaffolding in clinical reasoning. We further examined whether the profiles of scaffolding use related to students’ task performance. Findings indicated that there were four types of scaffolding use: highly metacognitive scaffolding usage, highly strategic scaffolding usage, moderate usage of all scaffolding, and low usage of all scaffolding. Learners …