Supporting Self-Directed Learning: A National Needs Analysis

Lim, Youn Seon; Lyons, Virginia; Willey, Joanne M.

doi:10.1007/s40670-021-01278-y

Cited by 5 publications

(3 citation statements)

References 24 publications

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“…Similarly, a national analysis showed that physicians required training in educational approaches promoting SDL and they were more likely to improve metacognitive skills. 35 The second category found by this study is the development and implementation of learning plans, which includes three stages: making plans, setting goals and implementing plans. According to recently published models and scales of SDL, learning plans consist mainly of establishing learning goals, setting the priorities of learning, being able to follow plans of learning, and arranging and controlling learning time, [36][37][38] which is consistent with the results of our study.…”

Section: Discussionmentioning

confidence: 95%

“…Similarly, a national analysis showed that physicians required training in educational approaches promoting SDL and they were more likely to improve metacognitive skills. 35 …”

Section: Discussionmentioning

confidence: 99%

“…Interviewees in this study mentioned that during the learning process, practice can reinforce and verify theoretical knowledge, and theoretical knowledge can guide practice. Similarly, a national analysis showed that physicians required training in educational approaches promoting SDL and they were more likely to improve metacognitive skills 35…”

Section: Discussionmentioning

confidence: 99%

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What learning strategies are commonly used by hospital pharmacists in the process of self-directed learning? A multicentre qualitative study

Yao

Wen

et al. 2023

BMJ Open

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ObjectiveAs lifelong learners, hospital pharmacists must continually improve their self-directed learning skills. Reasonable learning strategies have been proven to enhance self-directed learning (SDL) significantly. Therefore, this study aims to investigate the SDL strategies used by hospital pharmacists in depth to provide them with a reference for the development of their SDL skills.SettingThe study was conducted in three tertiary hospitals in Henan, China.Design and participantsThis study employed a multicentre qualitative design and lasted 12 months. One-on-one interviews and focus group discussions were used to collect data. All interviews were transcribed verbatim, and the interview data were analysed using the thematic analysis method. Purposive sampling was used to select interviewees (n=17) from three tertiary hospitals in Henan province in central China.ResultsAfter conducting data analysis, we summarised 12 learning strategies related to SDL, which were grouped into four themes: use of information resources, application of cognitive strategies, development of learning plans and use of learning platforms.ConclusionThe findings suggest that classic learning strategies, such as cognitive strategies and the development of learning plans, remain the cornerstones of hospital pharmacists’ SDL abilities, while contemporary advances in information technology and changes in learning concepts have enriched the learning resources and learning platforms that are available to hospital pharmacists and have confronted contemporary hospital pharmacists with certain challenges.

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Section: Discussionmentioning

confidence: 95%

“…Similarly, a national analysis showed that physicians required training in educational approaches promoting SDL and they were more likely to improve metacognitive skills. 35 …”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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What learning strategies are commonly used by hospital pharmacists in the process of self-directed learning? A multicentre qualitative study

Yao

Wen

et al. 2023

BMJ Open

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Measuring the Master Adaptive Learner: Development and Internal Structure Validity Evidence for a New Instrument

et al. 2022

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Background The master adaptive learner (MAL) uses self-regulated learning skills to develop adaptive, efficient, and accurate skills in practice. Given rapid changes in healthcare, it is essential that medical students develop into MALs. There is a need for an instrument that can capture MAL behaviors and characteristics. The objective of this study was to develop an instrument for measuring the MAL process in medical students and evaluate its psychometric properties. Methods As part of curriculum evaluation, 818 students completed previously developed instruments with validity evidence including the Self-Regulated Learning Perception Scale, Brief Resilience Scale, Goal Orientation Scale, and Jefferson Scale of Physician Lifelong Learning. The authors performed exploratory factor analysis to examine underlying relationships between items. Items with high factor loadings were retained. Cronbach’s alpha was computed. In parallel, the multi-institutional research team rated the same items to provide content validity evidence of the items to MAL model. Results The original 67 items were reduced to 28 items loading onto four factors: Planning, Learning, Resilience, and Motivation. Each subscale included the following number of items and Cronbach’s alpha: Planning (10 items, alpha = 0.88), Learning (6 items, alpha = 0.81), Resilience (6 items, alpha = 0.89), and Motivation (6 items, alpha = 0.81). The findings from the factor analyses aligned with the research team ratings of linkage to the components of MAL. Conclusion These findings serve as a starting point for future work measuring master adaptive learning to identify and support learners. To fully measure the MAL construct, additional items may need to be developed.

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To Infinity and Beyond: Expanding the Scope of Basic Sciences in Meeting Accreditation Standards

Haudek

Bahner²,

Belovich³

et al. 2022

Med.Sci.Educ.

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Supporting Self-Directed Learning: A National Needs Analysis

Cited by 5 publications

References 24 publications

What learning strategies are commonly used by hospital pharmacists in the process of self-directed learning? A multicentre qualitative study

What learning strategies are commonly used by hospital pharmacists in the process of self-directed learning? A multicentre qualitative study

Measuring the Master Adaptive Learner: Development and Internal Structure Validity Evidence for a New Instrument

To Infinity and Beyond: Expanding the Scope of Basic Sciences in Meeting Accreditation Standards

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