Abstract
Self-directed learning (SDL) is essential in medical education. The rapid development of medical science and the expansion of health problems need a physician who can meet that challenges. A physician must have lifelong learning ability. SDL is one of the important requirements for lifelong learning ability. In SDL, learners are the controller of learning and learners have the freedom to learn according to their needs. Therefore, it is necessary to explore the role of the teacher in the SDL process, particularly in medical education. This study used a qualitative exploratory design. Twelve teachers and 23 medical students were selected by purposive sampling. There were seven themes that emerged from the analysis. The role of teacher in the SDL process includes: (1) Competent; (2) Concern; (3) Creative; (4) Facilitator; (5) Motivator; (6) Partners; and (7) Role Model.
Highlights
The development of medical science has been very rapid, includes the basic science of medicine, disease prevention, diagnosis or treatment
Based on the background that mention before, this study aims to explore the role of the teacher in the Self-directed learning (SDL) process, especially in medical education
The teacher still plays a role in the process of SDL the responsibility of learning is on student
Summary
The development of medical science has been very rapid, includes the basic science of medicine, disease prevention, diagnosis or treatment. In line with that condition, health problems continue advance. The circumstances which formerly regarded as unimportant, this time can be important, or vice versa. A physician has an obligation to be able to meet the challenges of unpredictable and high speed scientific changes. Physicians need to have the lifelong learning ability to provide optimal health care for the patient safety. The ability of lifelong learning is one of the competencies that must be owned by a physician (The Indonesian Medical Council, 2012). An important requirement for lifelong learning capability is the ability to be able to direct learning independently (self-directed learning/SDL). It can be allow the physician to face the continuous changes in science. SDL can support and generate the lifelong learning ability (Bidokht and Assareh, 2011)
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