Appropriate use of self-directed learning at medical school prepares students for future clinical practice

Franchi, Thomas; Magudia, Adit; Rasheed, Adib

doi:10.1080/10872981.2020.1752450

Cited by 11 publications

(15 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Earlier studies have highlighted the advantage of small group learning, where students can improve learning by discussing and sharing their opinion with group members ( Hammar Chiriac, 2014 ). However, self-directed learning students lacked confidence and felt unsure be-cause they could not confirm whether what they had learnt achieved the intended learning outcome ( Franchi, Magudia, & Rasheed, 2020 ). In our study, self-instructional videos were used as the guide for learning outcomes but, as in past researches have shown, this one-way learning did not provide the desired feedback of confirming whether the students' performance was adequate or correct.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Self-Directed Small-Group-Learning Against Self-Directed Individual-Learning Using Self-Instructional-Video in Performing Critical Emergency Procedures Among Medical Students in Malaysia: A Single-Blinded Randomized Controlled Study

Saiboon

Musni

Daud

et al. 2021

Clinical Simulation in Nursing

View full text Add to dashboard Cite

Background: Self-instructional-video is an effective self-directed learning method of clinical procedural skills. Method: A single-blinded randomized controlled study comparing small-group-learning and individuallearning was conducted to evaluate knowledge and skills retention of manual defibrillation and endotracheal intubation. Data were collected on knowledge, skill acquisition, and confidence, at pretest, post-test and retention at 6 months postintervention. Results: Small-group-learning demonstrated better outcomes on knowledge and skill acquisition of intubation compared to individual-learning. For defibrillation, both groups showed similar improvements in knowledge and skill acquisition. Conclusion: Self-directed small-group-learning is a better method for knowledge and skill acquisition, regardless of the procedure complexity.

show abstract

Section: Discussionmentioning

confidence: 99%

Effectiveness of Self-Directed Small-Group-Learning Against Self-Directed Individual-Learning Using Self-Instructional-Video in Performing Critical Emergency Procedures Among Medical Students in Malaysia: A Single-Blinded Randomized Controlled Study

Saiboon

Musni

Daud

et al. 2021

Clinical Simulation in Nursing

View full text Add to dashboard Cite

show abstract

“…It has been shown by researchers that appropriate use of SDL may increase future clinical practice. 24…”

Section: Discussionmentioning

confidence: 99%

“…It has been shown by researchers that appropriate use of SDL may increase future clinical practice. 24 Majority of the students expressed that motivation by the facilitators was very encouraging.…”

Section: Discussionmentioning

confidence: 99%

Approbation of Self-directed Learning by first year medical students: a mixed method study

Bhandari

Chopra

Agarwal

et al. 2021

Preprint

View full text Add to dashboard Cite

Background: One of the primary roles played by Indian medical graduates is to be a lifelong learner. For being a lifelong learner, the students should inculcate the habit of Self-Directed Learning (SDL). Lack of SDL skills among undergraduate medical students is a concern, hence the study was planned to introduce SDL in Physiology to phase-1 undergraduate medical students and assess its effectiveness through students and facultys perceptions. Methodology: The project was commenced after obtaining clearance from the Institutional Ethics Committee. The faculty members and students were sensitized on SDL. Feedback questionnaire was framed and the topics for SDL were selected. Six topics were covered as part of the project. The effectiveness of the sessions was evaluated by administering the feedback questionnaire to the students and recording perceptions of the students and faculty on SDL. The quantitative and qualitative analysis of the data was done. Results: A total of 96 phase-1 students participated in the study. Majority of the students felt that self-directed learning sessions have improved their SDL skills; they are more prepared and aware of their learning strengths and have started taking ownership of their learning. However some students felt the activity was not sufficient and SDL was not useful in improving their analytical skills. Both the students and the faculty were fairly satisfied by this teaching learning innovation. Conclusions: Students and faculty were satisfied with the SDL strategy. SDL has shown to make them independent learner, who are aware of their learning goals and capable of evaluating their learning.

show abstract

“…Though not directly surveyed, similar benefits are expected for student editors with additional experience navigating the role of a peer reviewer in a system of publication. The teaching file also involves blended learning as a self-directed study tool and as a resource that attendings can use for teaching or referring students to [ 3 , 6 ]. It utilizes technology as an online, open access tool readily accessible for review on demand – important for millennial learners used to having information accessible within a few taps [ 7 , 8 ].…”

Section: Discussionmentioning

confidence: 99%

“…Self-directed learning has been shown to be effective in health sciences education [1][2][3]. Formal opportunities for self-directed learning take many forms, such as peer instruction [4], case-based learning [5], flipped classrooms [6], and/or digital resources [7,8].…”

Section: Introductionmentioning

confidence: 99%

Student-led peer review of an online teaching file: perspectives after 2 years

Bozung

Houston

Lilly

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

Problem: Opportunities for self-directed learning were missing from our medical school curriculum in general and on our radiology electives specifically. Our objective was to explore the feasibility and benefits of using medical students in the development of our studentcreated teaching files. Approach: In 2018, a website was developed at our institution to support medical student radiology education and create a repository for the online publication of student-developed teaching cases. Students participating in radiology clerkships at our institution had an opportunity to submit case presentations for publication to our online teaching file following peer review. The medical students participated in the peer review process facilitated by the faculty director of radiology undergraduate medical education. The faculty member oversaw the training of new student editors and the development of a peer review guide. Outcomes: The peer review guide included goals of the teaching file project and direction regarding the peer review process. Student editors were trained using the peer review guide in conjunction with individual meetings with the faculty mentor. At twenty-four months, 82 student-developed cases had been published to the online teaching file following medical student peer review. The teaching file had garnered 3884 page views. Next Steps: The medical student-led peer review process meets core competencies in selfdirected learning. The authors plan to explore the application of peer-assisted learning theories to the editing and peer-review process.

show abstract

Appropriate use of self-directed learning at medical school prepares students for future clinical practice

Cited by 11 publications

References 3 publications

Effectiveness of Self-Directed Small-Group-Learning Against Self-Directed Individual-Learning Using Self-Instructional-Video in Performing Critical Emergency Procedures Among Medical Students in Malaysia: A Single-Blinded Randomized Controlled Study

Effectiveness of Self-Directed Small-Group-Learning Against Self-Directed Individual-Learning Using Self-Instructional-Video in Performing Critical Emergency Procedures Among Medical Students in Malaysia: A Single-Blinded Randomized Controlled Study

Approbation of Self-directed Learning by first year medical students: a mixed method study

Student-led peer review of an online teaching file: perspectives after 2 years

Contact Info

Product

Resources

About