The Challenges of Developing a Project-Based Self-Directed Learning Component for Undergraduate Medical Education

Keator, Christopher S.; Vandré, Dale D.; Morris, A.

doi:10.1007/s40670-016-0298-8

Cited by 8 publications

(6 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Each group with allotted facilitators identified their objectives, resources, teaching-learning activities, which might have created experiences which were not uniform for all the students. However, each student was a unique learner with their own learning preferences[ 19 ] and collectively, facilitators tried that each group follows a consistent process to enable SDL. Third, the module was of a short duration, 10 hour only and with 1 st year medical undergraduates, which may limit its generalizability to all medical undergraduates.…”

Section: Discussionmentioning

confidence: 99%

Module to facilitate self-directed learning among medical undergraduates: Development and implementation

Patra

Khan

Upadhyay

et al. 2020

J Edu Health Promot

View full text Add to dashboard Cite

CONTEXT: Currently, self-directed learning (SDL) is emphasized in medical institutions all over the world. The skills of SDL enable one to be a lifelong learner, a necessity to cope up with fast-expanding medical knowledge. AIMS: This study aims to develop and implement an “SDL” module for medical undergraduates and find out their perception about the same. SETTINGS AND DESIGN: A cross-sectional study using a mixed-method design (having both qualitative and quantitative components) was conducted in the Department of Community Medicine, UCMS, Delhi, India. METHODS: A module was developed following an extensive literature review and focus group discussions with the teaching staff of the institute. First-semester undergraduate students were invited to participate in the study and asked for feedback using a semi-structured questionnaire. STATISTICAL ANALYSIS: Quantitative data were expressed in mean, range, and frequency. For qualitative data, thematic analysis was performed. RESULTS: The module was implemented with 160 students, in November for 10 hour distributed over 5 weeks. Feedback could be obtained from 130 students. Sixty-seven percent of students were satisfied and 66% reported as motivated to study the allotted topic further. Qualitative analysis showed that though the students liked the learning process based on this module, they also felt facilitators could have been more active in imparting knowledge and skills. CONCLUSIONS: To make learners equipped with the ability to learn throughout a professional learning course, SDL as a learning tool should be introduced in the medical undergraduate curriculum.

show abstract

Section: Discussionmentioning

confidence: 99%

Module to facilitate self-directed learning among medical undergraduates: Development and implementation

Patra

Khan

Upadhyay

et al. 2020

J Edu Health Promot

View full text Add to dashboard Cite

show abstract

“…Many medical schools address these criteria by integrating the principles of SDL into problem-based [10], team-based [11], or case-based [12] learning curricula. In a preclinical curriculum that is primarily lecture-based, course activities must be intentionally designed to promote SDL skills [13].…”

Section: Discussionmentioning

confidence: 99%

Implementation and evaluation of a self-directed learning activity for first-year medical students

Hill

Peters

Salvaggio

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

Background: It is critical that medical students develop self-directed, lifelong learning skills to navigate medical school successfully and to become competent healthcare professionals. Moreover, the Liaison Committee on Medical Education (LCME), the USA medical school accrediting body, requires activities designed to help students develop self-directed learning (SDL) skills in the preclinical years. Objective: We evaluated the feasibility and effectiveness of a self-directed learning activity in a 6-week first-year medical student course. Design: The course director assigned infectious disease case studies to teams of first-year medical students who individually assessed their knowledge gaps of the case, identified scholarly sources to fill their knowledge gaps, shared the information with their teammates, and reflected on their ability to guide their own learning. Students were asked to rate workload, team effort, acquisition of new clinical knowledge, and lifelong learning skills. Students were also asked to reflect on how this assignment affected their perception of their SDL skills. Descriptive statistics were used to analyze responses to the Likert scale questions. Thematic analysis was applied to the comments. Results: Survey response rate was 80% (131/163). Students strongly or moderately agreed that 1) they spent an appropriate amount of time on the project (94%), 2) the workload was evenly distributed among their teammates (95%), 3) their teammates made significant and timely contributions to the project (97%), 4) the project contributed to learning new clinical knowledge (92%), and 5) the project contributed to the acquisition of lifelong learning skills (85%). The analysis team identified four themes from student reflections on their perception of their self-directed learning skills: self-learning skills, collaboration, application, and metacognition, Conclusions: Study results demonstrated that we successfully implemented a case-based SDL activity in a first-year medical school course and that students perceived the activity as a valuable learning experience.

show abstract

“…PjBL is a very time-consuming learning strategy. According to a study conducted by Keator, Vandre and Morris (2016), the PjBL strategy follows the scientific procedure for its results. This scientific process requires time to produce results.…”

Section: Time Managementmentioning

confidence: 99%

Untitled

2022

IJSS

View full text Add to dashboard Cite

The 21st-century learning requirements are different from the 20th-century learning requirements. Critical thinking skills are requirements for learning, and to achieve critical thinking skills, various new learning techniques and strategies have been developed and applied. By applying new learning techniques and strategies, various challenges have been faced by researchers and instructors. The objectives of this study were to highlight the project-based learning (PjBL) used at different educational levels; to discuss the challenges and their solutions; and to present the research gap in the PjBL strategy. This was achieved using the literature review methods, with resources from previous studies. This study will help the researchers and instructors to carry out more research on the challenges and solutions of PjBL.

show abstract

The Challenges of Developing a Project-Based Self-Directed Learning Component for Undergraduate Medical Education

Cited by 8 publications

References 14 publications

Module to facilitate self-directed learning among medical undergraduates: Development and implementation

Module to facilitate self-directed learning among medical undergraduates: Development and implementation

Implementation and evaluation of a self-directed learning activity for first-year medical students

Untitled

Contact Info

Product

Resources

About