Assessment of self-directed learning in the competency-based medical education

Abstract

ABSTRACT Self-directed learning (SDL) has been acknowledged as a crucial approach in the delivery of medical education. In fact, the goal of lifelong learner defined for a medical graduate cannot be accomplished if the student does not practice SDL. Realizing the importance of SDL in the field of medical education, in the recently adopted competency-based undergraduate curriculum, the regulatory body has clearly specified defined number of hours per year per subject to ensure that provision is created in the curriculum and all the planning is done keeping that in mind. However, the real challenge in the implementation has been the assessment of the SDL, as conventional tools cannot be employed for the same. In general, four different types of assessment methods can be employed, namely, self-assessment, peer assessment, teacher assessment, and external assessment. In conclusion, assessment of SDL sessions is a potential challenge for all the teachers; nevertheless, the adoption of a well-thought approach will surely reduce the apprehensions associated with it and eventually enhance the learning among of the medical students.