Principles Of Self-directed Learning Research Articles

Going back to anatomy roots: Exploring the integration of anatomy sessions during clinical clerkships.

The topic of vertical integration of the basic and clinical sciences is an area of great concern and active investigation in medical education. To explore the feasibility of integrating basic sciences into the clinical phase of medical education, gross anatomy was selected as an appropriate discipline. Anatomy faculty, clerkship directors, medical students, and graduate students developed case-based anatomy modules with a design consistent with the principles of self-directed learning. This pilot study aimed to explore medical student responses to the integration of anatomy sessions during clinical clerkships. One-hour anatomy sessions were conducted during rotations of the following clerkships: internal medicine, pediatrics, family medicine, neurology, obstetrics and gynecology, and general surgery during the academic year 2022-2023. Each session consisted of four case-based stations. Voluntary, anonymous surveys were distributed at the end of each session. Descriptive statistics of survey responses from the 490 participants revealed the overall ratings of the anatomy sessions to be above an 8.50 on a scale of 1.00 (low) to 9.00 (high). A small q thematic analysis of the open-ended survey questions revealed the following themes: relevance of clinical correlations presented, a timely review of anatomical content, appreciation for the collaborative setting and interactivity among the participants, and constructive feedback regarding areas needing improvement. Students reported a high overall rating of the anatomy sessions and shared positive comments about these vertically integrated anatomy experiences. With a reduction in the amount of anatomy instruction during the pre-clinical years and limited exposure during the clinical years, anatomy sessions like the ones proposed could allow for the fluid incorporation of gross anatomy across all 4 years of medical school.

Beyond Magic: Fostering Literacy Resilience in Diverse Classrooms through Home-Based Approaches.

The classrooms in Israel are very diverse, with students differing in learning styles, their handling of literacy tasks, personal and socioeconomic backgrounds, and more. These differences significantly impact the curriculum aimed at promoting literacy resilience, explicit teaching processes in the classroom, and imparting metacognitive strategies and actions to overcome learning difficulties. This qualitative-interpretative study reveals the pedagogical perceptions, challenges, and coping strategies of fourteen Hebrew teachers in five elementary schools in central Israel regarding integrating home literacy in language lessons and cultivating literacy resilience among their students. The research data were collected through in-depth interviews with the teachers. The analysis of the teachers' reports reveals two main perceptions regarding literacy resilience: (1) Literacy resilience is a tool for life; (2) Home literacy significantly contributes to fostering literacy resilience. Furthermore, cultivating literacy resilience presents three significant challenges for the teachers: (1) Teaching in a heterogeneous classroom, (2) Encouraging parental involvement, and (3) Fostering independent learners. To cultivate literacy resilience in a heterogeneous classroom, teachers must be sensitive to each student's unique needs and plan teaching-learning processes based on principles of self-directed learning and peer dialogue. They must establish a personal-emotional connection that is a significant anchor for the students and outlines a path for integrating and strengthening the sense of competence in handling literacy tasks. It was also found that parental involvement is a significant factor influencing the cultivation of literacy resilience, and teachers undertake various actions to increase their level of involvement. This study adds an essential layer to the body of knowledge regarding the understanding of the factors affecting the development of pedagogical literacy perceptions that promote the integration of home literacy in the classroom. These perceptions may promote the nurturing process of literacy resilience among students from various cultures, accepting and understanding them. In this way, we can attempt to address literacy and language challenges in Israel.

Challenges and Strategies of Developing Certified Anesthetist Nurse Practitioners in the Post-Pandemic Era in Taiwan

<p>臺灣的麻醉護理在專業定位、執業範圍、證照考試和標準化訓練制度等方面面臨著諸多挑戰，尤其2020 年衛生福利部雖將麻醉護理師正式納入專科護理師之制度內，但後續所推行之標準化課程也衍生出更多待解決之難題，如：未導入核心能力架構及評量機制、欠缺思考成人學習理論、龐大的訓練課程時數、麻醉專師之師資量能不足及欠缺系統性師資培育等窘境。本文提出二項教育改革的因應策略，首先是建構以勝任能力導向的麻醉專科護理教育架構並發展麻醉訓練專師之系統性評量工具，即「可信賴專業活動」，未來則需建立共創教學和共享資源文化，以促進教師之間的協作和知識分享，期能提高教學品質，並為教師和學員帶來更豐富、多元化的學習體驗。本文呼籲麻醉專師訓練應即刻進行課程再造，打破傳統以知識和時間為本的教學框架，改以混成授課、自主學習作為課程規劃與執行之原則，積極接軌「勝任能力導向教育」的全球發展趨勢，朝向共創、共享之目標邁進。</p> <p> </p><p>Anesthetist nurse practitioners in Taiwan encountered several challenges, particularly in terms of professional identity, scope of practice, certification, and standardized training programs. In 2020, the Ministry of Health and Welfare in Taiwan recognized anesthetist nurse practitioner as one of the advanced practice nurses and included them under the regulation of the nurse practitioner system. However, the implementation of the nationwide standardized training program had faced some unre-solved issues and challenges including that the lack of alignment with competency frameworks or pro-grammatic assessments, the extensive increase of training courses, neglects of adult learning theories, shortage of nurse anesthetists instructors, and lack of faculty development system for nurse anesthetist instructors. This article proposes two initiatives as responses to educational reform: 1. constructing a competency-based framework and developing programmatic assessments for training Student Reg-istered Nurse Anesthetist Nurse Practitioner (SRNANP) ; 2. establishing a culture of collaborative teaching and resource sharing. The new culture enhances teaching quality and provides a richer, more diverse learning experience for both trainers and trainees. The article emphasizes the need for im-mediate curriculum transformation in SRNANP training. It emphasizes on the removal of traditional knowledge-centric and time-centric teaching frameworks and focused on adopting blended learning and self-directed learning principles. By aligning with the global trend of competency-based educa-tion, we can actively move toward the goal of co-creation and resource sharing</p> <p> </p>

Adopting self-directed learning principles in clinical education with Pebblepad

Self-directed learning (SDL), alternatively known as self-regulated learning (SRL), is an umbrella term that can be broadly defined as the learner’s ability to make plans according to their individual needs and use learning resources and methods to master a knowledge or necessary skills (Van der Walt, 2016; Russell et al. 2022). It is a systematic control of motivation and tightly linked to self-awareness, agency, and the sense of being in control of the learning process (Russell et al. 2022). Despite ever increasing reference to SDL in health professions education, it is not well-studied in clinical settings (Lui & Sullivan 2021, Murad et al. 2010, Yeo and Jang 2023). In 2021-2022 we adopted some of the main principles of the SDL approach, namely goal setting, self-monitoring, self-reflection, self-evaluation, to clinical education in Bachelor of Oral Health and Doctor of Dentistry programs at the University of Melbourne by utilising a digital e-portfolio platform, Pebblepad. In this presentation, we will walk you through the iterative design process of digital clinical assessment forms. This process allowed us to refine our materials and strategies in consultation with our students, teaching and learning staff and clinical supervisors as we go. We supported our students to a) identify gaps in application of their clinical knowledge via learning analytics dashboards, b) generate goals for improvement through structured reflection and c) assess their practice through self-evaluation rubrics. We are still improving our concept to foster SDL in our programs. We take this opportunity to reflect on what went well as opposed to areas for improvement, and demonstrate the power of using different digital tools in clinical education settings. We believe “thinking outside the box” can help students become self-directed learners through collaboration, continuous improvement, and flexibility.

Self-directed learning ability and its relationship with perceived perioperative competence in the senior undergraduate surgical technology students: A cross-sectional study

Background & Objective: Self-directed learning (SDL) as an effective strategy in surgical technology students can significantly help to improve their skills and clinical competence. The present study aimed to determine SDL ability and its relationship with Perceived Perioperative Competence in senior undergraduate surgical technology students. Materials & Methods: The present descriptive study was conducted based on a cross-sectional design. This research included 207 final-year surgical technology students via the census method. Data collection tools included a demographic characteristics form, the Self-Directed Learning Instrument (SDLI) developed by Su-Fen Cheng (2010), and the Perceived Perioperative Competence scale. After collecting the data, they were analyzed in SPSS version software (version 20). Results: The mean SDL and clinical competence scores were reported as 73.8±8.9(intermediate level) and 107.2±17.3 (intermediate level), respectively. Among various dimensions of perceived clinical competence, interaction with colleagues had the highest value (3.4±0.6). Among the dimensions of SDL, interpersonal communication obtained the highest value (3.8±0.4). To investigate the relationship between SDL and clinical competence, Kendall's Tau and Spearman's correlation coefficients were obtained at 0.601 and 0.794, respectively, pointing to the significant positive relationship between the two variables (P<0.001). Conclusion: As evidenced by the obtained results, the SDL ability predicts the clinical competence of surgical technology students; therefore, revising the curricula of surgical technology students at the BS level and paying attention to the principle of student-centeredness in the education process, along with conducting training courses on SDL principles, can improve students' clinical competence.

Nontechnical skills for the surgery clerkship in the operating room based on adult learning principles in Taiwan.

Medical education has traditionally been rooted in the teaching of medical knowledge and surgical technique in the operating room, with little attention to the nontechnical skills (NTS) that include situational awareness, decision-making, teamwork and communication, and leadership. Under the guidance of adult learning principles, the aim of this study is to evaluate the learning outcomes of the NTS program for the surgery clerkship in the operation room in Taiwan. Self-directed learning principles were practiced during this 2-week subspecialty rotation. The learners were randomly divided into two groups: the control group (the learners and teachers deciding together what should be learnt) and the intervention group (the same as the control group and the formal NTS program implemented during the second week). A 12-item quantitative questionnaire including both the 6-item Accreditation Council for Graduate Medical Education (ACGME) Core Competencies and the 6-item adult learning characteristics was completed twice: before and after rotation. From Oct 2020 to May 2021, 16 medical students received NTS training and 16 were training-naïve. For those undergoing NTS training, six core competencies significantly improved on a 6-point scale. Moreover, total score differences (post-training - pre-training) in core competency had significant correlations to the differences in adult learning characteristics (r=0.648, p=0.007). The NTS program could be feasibly integrated into core objectives of the basic surgical clerkships, with the improvement in adult learning motivation in the learners helping to facilitate NTS training under the competency-based surgical training program.

Uitdagings en implikasies vir die implementering van selfgerigte leer tydens Covid-19 Challenges and implications for the implementation of self-directed learning during Covid-19

Uitdagings en implikasies vir die implementering van selfgerigte leer tydens Covid-19 Challenges and implications for the implementation of self-directed learning during Covid-19

Situated Cognition and Self-Directed Learning: Pedagogical Approaches to Developing Skills in Advocacy

Advocacy for clients and the profession are important aspects of occupational therapy practice. Accreditation requirements for educational programs demand students are taught about advocacy. However, effective methods of teaching advocacy to future occupational therapy practitioners have not been widely studied. This article aims to highlight the use of situated cognition and self-directed learning in developing advocacy skills among occupational therapy students. Pre and post-test scores of the Advocacy Competencies Self-Assessment Survey obtained from 39 students were examined for changes in perception of personal advocacy skills and beliefs associated with a required advocacy course. Statistically significant improvement was noted across all items and domains. To facilitate this change, students applied the principles of situated cognition to a project in which they advocated for a real issue important to the profession of occupational therapy. Students also applied the principles of self-directed learning as they worked through the advocacy process toward anticipated outcomes. Situated cognition and self-directed learning theories support authentic learning and transformation around advocacy.

Use of Flipped Classroom for the Teaching of Postgraduate Students

Background: Flipped classroom uses a face-to-face approach and delivery of content to the students on an online platform. It combines principles of self-directed learning and active participation. There are not many studies that analyzed the benefits of this approach in India. Methods: A flipped classroom session was planned for postgraduate students of community medicine. The faculty conducted discussion on topic and content. The content was selected and sent to students. Students were divided into three groups. A small group teaching session was held after 1 week. Improvement was objectively measured using a pre-posttest. Feedback from the students was taken on Likert's scale and open-ended questionnaire. Results: All students (n = 10) agreed with topic selection and quality of content. All were satisfied with the approach and admitted to being interested in attending another session. Eighty percent agreed that teacher-student interaction was better as compared to a regular classroom. Average pre-test multiple-choice question score was 60% and posttest score 87.7% (p < 0.001). Conclusion: Flipped classroom is a useful tool to improve the learning experience of students. However, sessions should be well planned with discussion and consensus among stakeholders. Further research is required for evaluating the benefits of this method on larger scales.

TRAINING TUTORS TO PROMOTE SELF-DIRECTED LEARNING AMONG UNIVERSITY-BOUND ENGLISH LANGUAGE STUDENTS

Instructors who teach in English as Second Language (ESL) programs must balance time allotted to teach academic English with the numerous study skills needed by university-bound English learners. However, for these language learners to close language-learning gaps independently and achieve higher levels of communicative competence, they must assume increasingly greater degrees of autonomy in their own language learning process. Although a high level of self-direction is needed, it is not a characteristic that is common to all students. Through explicit instruction, teachers can scaffold language learners as they implement feasible, concrete actions towards language-learning autonomy. In an ESL program at a southeastern U.S. university, the current qualitative study explored the effects of explicit instruction on self-directed learning (SDL) strategies. Study participants were ESL tutors. After being trained in SDL strategies, these tutors recommended SDL strategies to their tutees in individual tutoring sessions. Findings revealed 4 main categories of SDL assignments recommended by these tutors to their tutees across one semester. Implications from this study suggest that language programs should train teachers and tutors in SDL principles, in the role of SDL in language development, and in strategies for promoting SDL among language learners.

Sharing best practices in applications of evidence-based medicine, problem-based learning and self-directed learning principles in medical training: A McMaster-Brazil collaboration workshop report

This article was migrated. The article was marked as recommended. In order to enhance the knowledge of different aspects of active teaching methods in medical education, and to introduce self-directed learning activities in home curriculum as well as to implement the research capacity building, a group of professors and researchers from two Brazilian Universities, namely, Universidade Estadual Paulista (UNESP), Botucatu Medical School, São Paulo, and Pontifícia Universidade Católica (PUC-MINAS), Minas Gerais, visited McMaster University in Canada in July 4-8, 2016. This paper is a brief report of the 5-day workshop and discussions among the McMaster and Brazilian colleagues. Among the topics covered, a detailed overview of the medical curriculum, "The COMPASS Curriculum"; in this learning process, students development of the problem-solving strategy, and helping cover learning objectives and knowledge transfer while discussing the clinical case-scenarios; other attention was given for strategies on how to provide institutional learning support for undergraduate students in order to achieve proposed learning objectives were presented, including discussions of a variety of integration possibilities between researchers and students, from different areas as well as joint supervision of PhD programs. Emphasis was given to the Research in Global Health with their inter-disciplinary methods, and transcultural care, that has created an impact on the professional practice. About Evidence Based Medicine was strengthened how its methods have moved to evidence-informed health systems which contribute to collective problem-solving, and in sharing the supporting tools for policies in public health. All talks and discussions were of very high quality and provided the basis for us to start discussing an implementation of the learned content in the curriculum. Finally, the opened opportunity of partnership among McMaster University, with two Brazilian medical schools, expanded medical education experience, possibilities for change, training and implementation of community programs, but also reinforced research methods and technology, promote collaboration aimed at health education.

An innovative approach of compensatory learning mechanism (CLM) based on principles of self-directed learning amongst dental students

An innovative approach of compensatory learning mechanism (CLM) based on principles of self-directed learning amongst dental students

Teaching social media in public libraries – Danish experiences

Purpose – The paper aims to report on a Danish Web 2.0 user training project from 2009. Besides, reporting the main results of the project, the paper discusses some broader perspectives concerning social media in library context. Many public and academic libraries worldwide have, inspired by the American “23 Things” Web 2.0 training program, been involved in training and educating both of their internal staff and of their users. The key questions are: whether concepts like “23 Things” and the like are likely to contribute to solving the problems of the computer illiterate segments of the population and whether Web 2.0, Twitter, Facebook, Flickr and the like represent subjects which should be legitimately taught as part of professional public and academic library activities. Design/methodology/approach – Based on systematic evaluation of public library-based social media courses, inspired by the “29 Things” concept, targeted at users. Findings – The article points out that it is questionable whether the “23 Things” project, as based on principles of self-directed learning, ownership for one’s own learning and similar popular notions, which fit very well into the taste and preferences of computer literate middle-class individuals, will also work among computer illiterate citizens. Concerning the second key question, the article points out that only a few critical opinions are against social media in libraries and that the presence of social media is legitimized through different reasons, including marketing, learning and higher-order purposes. Originality/value – The findings of the Danish public library social media courses in 2009 have not been reported before.

Family Caregivers as Lay Trainers

This article describes an initiative to train lay people, predominantly parents of children and youth with special health care needs (CYSHCN), to teach Bridge to Independence—a care coordination curriculum—to other family caregivers of CYSHCN. Using a model based on Kirkpatrick and Kirkpatrick’s levels of evaluation, the goal was to discover how well lay people liked the process of learning how to teach, the extent to which these Lay Trainers gained knowledge and skills from the training sessions, and what changes in Lay Trainer caregiving application resulted from the learning process. The Bridge to Independence curriculum design is based on self-directed learning principles and served as the framework for Lay Trainer learning. This article presents the study’s methodology, findings, and discussion, and adult education practice implications. Two themes emerged from this evaluation study: Lay Trainer perceptions of learning the curriculum and the relationship between life experience and learning. The study provides implications for two aspects of adult education practice: training the trainer and adult learning.

Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment

<p>This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others.</p><p>Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration.</p>

Constructive, collaborative, contextual, and self‐directed learning in surface anatomy education

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self-directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self-directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect.

Implications of Erudition Through Self-Directed Learning Principles in Medical Education

T he purpose of this article is to propose an alternative viewpoint on medical education, known as the Erudition paradigm. This study aims to confirm the essence of erudition rather than teaching and learning through discussing the foundations of self-directed learning principles in medical education. By reactivating the meaning of self-directed learning, this study debates the proprieties of the erudition paradigm beyond pedagogy; that is to say, the school-oriented educational paradigm. After all, this study reveals that all humans are Homo Eruditio, born with an erudite instinct, and it is necessary to inspire his/her encouragement in erudition by using self-directed learning.

Self-directed learning for lifelong career development

IN 1993, the Confederation of British Industry stated that ‘the concept of lifelong learning requires the individual to become an independent learner’. With lifelong learning now an essential element of...

Facilitating research within clinical settings: The development of a beginner's guide

Increased consumer participation, clinical governance, accreditation, and occupational health and safety requirements have contributed to considerable changes in the demands placed upon mental health staff, and many are now expected to undertake or participate in research. However, many staff have not received formal training in research design and methodology, and the multitude of policies, procedures, and committees, designed to protect research participants, can seem like insurmountable barriers to clinicians new to the field. In response to this, a guide was developed based on self-directed learning principles, to compliment other resource material and promote effective research work. It was considered important to clarify some of the issues surrounding research development, ethics, and scholarly integrity, and to educate staff as to the appropriate approval processes, which must be followed before embarking on research work. This paper seeks to describe the process of developing a guide for novice researchers, its key characteristics, and its implications for practice. The guide 'Undertaking research: a guide for the beginner' described in this paper, provides a helpful resource that can be readily adapted and developed for a variety of workplaces and professional backgrounds. It is a strategy intended to encourage research and ongoing education and narrow the research-practice gap while placing minimum demand upon existing organizational infrastructure.

Medical Studentsʼ Self-assessments and Their Allocations of Learning Time

To investigate the impact of self-assessed diagnostic strengths and weaknesses on medical students' allocation of learning time (one indicator of self-directed learning) during a third-year internal medicine clerkship. In 1997-98, 107 students at the University of Michigan Medical School self-assessed their diagnostic skills in 14 clinical areas before and after the clerkship and reported the relative amounts of time spent learning about these topics during the clerkship. Individual-level analyses indicated that, for the average student, self-assessed strengths and weaknesses did not correlate with allocation of educational time, but that time allocation was positively related to changes in self-assessed skill. Considerable variations in these relationships, however, suggest a need for closer study. Although individual students evidenced different levels of self-directed learning, this study suggests overall that students at this level of training are neophytes in applying both information generated through self-assessment and principles of self-directed learning in their clinical education. Attempts to advance students beyond this level depend on many factors, including the extent to which the learning environment encourages or even permits self-directed learning, the progression and time frame through which students become self-directed practitioners, and the impact of educational interventions to promote this development.