Abstract
PurposeSelf-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables.MethodsAn online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated.ResultsThe target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001).ConclusionThe use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.
Highlights
While numerous studies have explored undergraduate use of individual Free Open Access Meducation (FOAM) resources, the extent to which medical students are aware of the FOAM movement and the proportion of independent study time they spend engaging with FOAM have yet to be thoroughly investigated
A study of 522 medical students in 2011 reported that the vast majority believed that using sources other than those provided by their formal institutions was vital for passing examinations and that university-provided materials inadequately covered all of the material necessary [13]
The COVID-19 pandemic has exaggerated these trends, while contributing to the rise in the total time students have spent studying independently. The accessibility of such resources most strongly influences medical students’ decisions regarding resource choice, and students appear less influenced by factors such as peer recommendation
Summary
Face-to-face lectures and other more traditional methods is in decline, due in part to a growing emphasis on self-directed learning (SDL) and the increasing availability of online and remote learning resources [1,2]. Arguably the most rapid and exponential growth in remotely available medical educational content has been independent of formal teaching institutions. Free Open Access Meducation (FOAM) refers to a variety of sources of remote, freely accessible medical education. While numerous studies have explored undergraduate use of individual FOAM resources, the extent to which medical students are aware of the FOAM movement and the proportion of independent study time they spend engaging with FOAM have yet to be thoroughly investigated. There is a particular deficit in understanding how students select and use resources independent of those created or signposted by educational institutions
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