Self-Directed Learning of Hospital Pharmacy Residents in Western Canada

Abstract

The extent of self-directed learning among hospital pharmacy residents in western Canada was studied. A preresidency questionnaire and a postresidency group interview with a set of questionnaires were used. The residents were asked to list learning projects conducted in their residency programs; these learning projects were categorized as self-directed, mutual-agreement, and preceptor-directed. A postinterview questionnaire was used to obtain postresidency measurements of self-directedness and resident autonomy. Twenty-four residents provided data on 164 learning projects. Projects with the most meaningfulness, high achievement contribution, positive motivation, and relevance corresponded with the self-directed approach. Residents who had more meaningful learning entered their residencies with no more self-directedness than other residents, but they did have more autonomy in their residencies. No particular type of project, with respect to learner autonomy, was found to be more problematic than the others. Facilitation of learner autonomy in a hospital pharmacy residency may increase the value of self-directed learning projects in general and improve the resident's self-directedness. Self-directed learning should continue to be part of residency programs.