Self-Directed Learning During the COVID-19 Pandemic: Perspectives of South African Final-Year Health Professions Students

Abstract

Purpose: Self-directed learning (SDL) has been advocated for effective training of final-year health professions students. COVID-19 challenges conventional teaching, learning, and assessment in the clinical environment. This study aimed to identify and explore enablers and barriers to SDL among final-year health professions students training during the COVID-19 pandemic. Methods: Adopting the SWOT (strengths, weaknesses, opportunities and threats) framework, this study explored the clinical learning and training experiences of final-year health professions students during the pandemic. A survey was conducted via online platforms. Data from 155 respondents were thematically analyzed. Results: Personal attributes such as reflection, self-determination, motivation, resilience, and positive learning behaviors and skills were identified as SDL enablers. Collaborative learning networks and online learning platforms facilitate learning needs and goals. Fear and anxiety, untrusted learning sites, uncertainty about graduation, financial issues and challenges in the learning environments were the major themes related to barriers to SDL. Conclusion:The importance of SDL as a skill for uncertain times warrants further investigation in the training of future healthcare professionals. Inclusive planning and engagement with final-year health professions students to address identified stressors, as well as the creation of shared platforms where students are part of the decision-making processes for clinical learning and training are recommended. Responsive curricula that optimize unpredictable disruptions in clinical training are needed to equip students to diagnose their own learning needs and implement appropriate learning strategies.

A Phenomenon-Based Learning Enquiry: University Students’ Self-Leadership Actions on the Social Impact of Covid-19

“…Babalwa's response is an indication that she did not believe that COVID-19 had an adverse effect on her academic live. Although she was not specific regarding the exact reason for her seemingly positive experience, particular characteristics such as consideration, autonomy, motivation and encouraging learning behaviours usually contribute to resilience during difficult situations like COVID-19 (Singaram, Naidoo & Singh, 2022). Resilience involves the ability of individuals to plan for, adjust and react to a crisis and in this regard Babalwa seemed to have found alternative ways of learning, whilst creating flexible pathways to pursue her academic life (Martin & Furiv, 2020).…”

Inclusiveness of teaching and learning to LGBTIQ individuals during COVID-19 and beyond

“…26 Singaram et al state that although the learning was taking place online, certain student-centred courses designed for face-to-face teaching and learning were largely compromised due to the pandemic. 27 In cases where lockdown regulations were eased, the strict adherence to social distancing and quarantine periods for students who tested positive for the virus largely affected the university's teaching and learning process. 28 While the hybrid forms of modern-day teaching and learning are still being tested and explored, it is important to note the crippling effect the COVID-19 pandemic had on successful teaching and learning.…”

Medical students' perceptions and performance in an online regional anatomy course during the Covid‐19 pandemic

“…Medical students are expected to be lifelong learners, an attribute that will enable them to seek specialization as well as participate in continued professional development required for licensure in the future (Zhang et al, 2020). Therefore, to adapt to the home environment learning, medical and healthcare students are supposed to enhance their self‐directed learning abilities (Maphalala et al, 2021; Khodaei et al, 2022; Singaram et al, 2022). Drawing upon social cognitive theories, the present study views remote learning in the context of student‐led “self‐directed learning.” According to a proponent of theory of adult learning/andragogy, Knowles (1975), self‐directed learning “describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes”.…”

“…Medical students are expected to be lifelong learners, an attribute that will enable them to seek specialization as well as participate in continued professional development required for licensure in the future (Zhang et al, 2020). Therefore, to adapt to the home environment learning, medical and healthcare students are supposed to enhance their self-directed learning abilities (Maphalala et al, 2021;Khodaei et al, 2022;Singaram et al, 2022). Drawing upon social cognitive theories, the present study views remote learning in the context of student-led "selfdirected learning."…”