Scope and Challenges of Self-Directed Learning in Undergraduate Medical Education: A Systematic Review

Abstract

Context: Self-directed learning (SDL) is an individual’s ability to effectively use various strategies to reach his/her learning goals. We conducted this systematic review to explore the different methods, advantages, and challenges in SDL. Method: A systematic and comprehensive literature search on PubMed, Scopus, and Google Scholar databases was carried out using keywords such as “self-directed learning”, “self-regulated learning”, and “medical undergraduate curriculum” among articles published between 2010 and 2020. Original articles having methods, advantages, or challenges were included. The data were summarized and analyzed thematically. Results: Out of the total number of 1781 screened articles, sixteen eligible studies were included in the systematic review. Flipped classrooms, problem-based learning, case-based scenarios, video lectures, and e-learning were the commonly used methods. Self-assessment, time management, motivation, teamwork, and critical thinking were the advantages. Faculty guidance, time constraints, distraction due to technology, lack of organizational skills, and difficulty to learn complex topics were the common challenges of SDL. Conclusions: Most of the articles in recent years explain the growing interest in SDL in the medical curriculum. Despite numerous advantages of SDL, there are several challenges and limitations due to the lack of specific and defined guidelines on its implementation. Further research is required for structured methods and strategies for SDL effective implementation.

Two Novel Approaches for the Implementation and Assessment of Self-Directed Learning in the Pre-Clinical Medical School Curriculum

“…SDL has been shown to help students improve their presentation skills, communication skills, collaborated learning skills, and information handling skills [2,3]. However, recent studies show that despite the proven advantages and the concurrent emphasis on SDL in the undergraduate and graduate medical curriculum, institutions are found to face several challenges in implementation [5,6]. Faculty guidance and lack of organizational skills were some of the shared challenges faced by institutions [5,6].…”

“…The teamwork and presentation in the classroom along with your teammates helped to create these qualities [3,16,17]. SDL also helped students improve their time management [3,5,18]. Thus, SDL will have several advantages if applied with the appropriate methodology.…”

“…There are similar requirements from the Accreditation Council for Graduate Medical Education (ACGME) that residents should have the ability to identify their knowledge de ciencies and set learning goals and be able to locate, appraise and assimilate evidence from scienti c studies [4]. However, recent studies show that despite the proven advantages and the concurrent emphasis on SDL in the undergraduate and graduate medical curriculum, institutions are found to face several challenges in implementation [5,6]. Studies show that these challenges could either be of the method/methods applied for SDL or based on the readiness scale, taking the perception of students, teachers viewpoints, and the challenges faced by selfregulated learning studies [5].…”

“…However, recent studies show that despite the proven advantages and the concurrent emphasis on SDL in the undergraduate and graduate medical curriculum, institutions are found to face several challenges in implementation [5,6]. Studies show that these challenges could either be of the method/methods applied for SDL or based on the readiness scale, taking the perception of students, teachers viewpoints, and the challenges faced by selfregulated learning studies [5].…”

Readiness for self-directed learning and learning style preferences among first year’s medical students

“…2 SDL is a learner-centered strategy; it is defined as "a process in which individuals take initiatives, with or without the help of others, to identify their learning needs, formulate their learning objectives, identify resources required for learning, choose and implement appropriate learning strategies, and finally evaluate learning outcomes. 3 Learning styles (LS) represent an individual preferred set of cognitive and behavioral feedback concerning a learning task, it can markedly affect the SDL. 4 I t is very important to identify whether learners are predominantly visual, auditory, reading/writing or kinesthetic learners.…”