Implementation of Self-Directed Learning in Physiology for Phase 1 Undergraduate Medical Students

Bhandari, Bharti; Agarwal, Prerna; Chopra, Deepti; Panwar, Aprajita; Kaur, Daljit; Sidhu, Tanvir Kaur

doi:10.1007/s40670-022-01585-y

Cited by 5 publications

(2 citation statements)

References 21 publications

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“…Various studies confirm that CL is a suitable strategy to promote SDL (e.g. Bhandari et al, 2022;Van Zyl & Mentz, 2022). Sekano and colleagues (2020) confirm the significance of enhancing SDL in the mathematics classroom.…”

Section: Strategies To Promote Sdl As Learning Presencementioning

confidence: 96%

“…According to Knowles (1975:18), "in its broadest meaning self-directed learning describes a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes" (p. 18). By implementing CL strategies, students become more engaged in their own learning by taking responsibility to teach and assist their fellow group members in a more engaged and social manner, which are key characteristics of SDL (Bhandari et al, 2022;Van Zyl & Mentz, 2022).…”

Section: Introduction and Problem Statementmentioning

confidence: 99%

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Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning

Bosch

Laubscher²

2022

IJLTER

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Students often feel isolated when they do blended learning courses and they do not always have the necessary skills to work on their own. Blended learning courses need to be thoughtfully planned to actively involve students in the learning processes. Cooperative learning is an active teaching strategy that can assist students to engage in online and blended courses and is known to promote self-directed learning. The communities of inquiry framework is often used as a framework to design blended learning. In this study, we focused on an additional dimension of the communities of inquiry framework, namely courses learning presence, which is closely linked with self-directed learning skills. In this basic qualitative study, semi-structured interviews were conducted with post-graduate Mathematics Education students (n = 8) to establish their experience of the cooperative blended learning course. Data were coded and analysed using a deductive approach. The aim of this article is to describe how self-directed learning as learning presence can be enhanced through a cooperative blended learning course. The findings showed that the use of cooperative learning was a useful strategy to promote self-directed learning as learning presence. Furthermore, matters relating to motivation as a component of self-directed learning were incorporated into the design of the course, such as allowing students to manage their own learning, making the learning experience enjoyable, and providing encouraging feedback. Aspects of the course design that assisted in promoting self-directed learning as learning presence included the use of authentic tasks, allowing students to develop and apply their own learning strategies, and providing students with the opportunity to socially construct knowledge.

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Section: Strategies To Promote Sdl As Learning Presencementioning

confidence: 96%

Section: Introduction and Problem Statementmentioning

confidence: 99%

Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning

Bosch

Laubscher²

2022

IJLTER

View full text Add to dashboard Cite

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Studying the effectiveness of self-directed education in learning and teaching the otolaryngology module in an integrated-based curriculum

Alzahrani

2024

Heliyon

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Self-directed learning assessment practices in undergraduate health professions education: a systematic review

Taylor

Kemp

et al. 2023

Medical Education Online

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Purpose The goal of this systematic review was to examine self-directed learning (SDL) assessment practices in undergraduate health professions education. Methods Seven electronic databases were searched (PubMed, Embase, PsycINFO, ERIC, CINAHL, Scopus, and Web of Science) to retrieve English-language articles published between 2015 and July of 2022, investigating assessment of SDL learning outcomes. Extracted data included the sample size, field of study, study design, SDL activity type, SDL assessment method, number of SDL assessments used, study quality, number of SDL components present utilising the framework the authors developed, and SDL activity outcomes. We also assessed relationships between SDL assessment method and number of SDL components, study quality, field of study, and study outcomes. Results Of the 141 studies included, the majority of study participants were medical (51.8%) or nursing (34.8%) students. The most common SDL assessment method used was internally-developed perception surveys (49.6%). When evaluating outcomes for SDL activities, most studies reported a positive or mixed/neutral outcome (58.2% and 34.8%, respectively). There was a statistically significant relationship between both number and type of assessments used, and study quality, with knowledge assessments (median-IQR 11.5) being associated with higher study quality ( p < 0.001). Less than half (48.9%) of the studies used more than one assessment method to evaluate the effectiveness of SDL activities. Having more than one assessment (mean 9.49) was associated with higher quality study ( p < 0.001). Conclusions The results of our systematic review suggest that SDL assessment practices within undergraduate health professions education vary greatly, as different aspects of SDL were leveraged and implemented by diverse groups of learners to meet different learning needs and professional accreditation requirements. Evidence-based best practices for the assessment of SDL across undergraduate healthcare professions education should include the use of multiple assessments, with direct and indirect measures, to more accurately assess student performance.

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Implementation of Self-Directed Learning in Physiology for Phase 1 Undergraduate Medical Students

Cited by 5 publications

References 21 publications

Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning

Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning

Studying the effectiveness of self-directed education in learning and teaching the otolaryngology module in an integrated-based curriculum

Self-directed learning assessment practices in undergraduate health professions education: a systematic review

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