Does Medical Training Promote or Deter Self-Directed Learning? A Longitudinal Mixed-Methods Study

Premkumar, Kalyani; Pahwa, Punam; Banerjee, Anirban; Baptiste, Kellen; Bhatt, Hitesh; Lim, Hyun J.

doi:10.1097/acm.0b013e3182a9262d

Cited by 77 publications

(84 citation statements)

References 22 publications

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“…Failure to learn within the period allotted is also a potential problem. The variability in patient profiles encountered during residency, heavily influenced by the socioeconomic factors in a given geography, also affects the range of skills acquired (2,18,22). Supported self-directed learning methods aim to minimize such undesired effects of self-directed learning and make better use of limited teaching time.…”

Section: Discussionmentioning

confidence: 98%

Utility of Interobserver Agreement Statistics in Establishing Radiology Resident Learning Curves During Self-directed Radiologic Anatomy Training

Türeli¹,

Altaş²,

Cengic³

et al. 2015

Academic Radiology

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Section: Discussionmentioning

confidence: 98%

Utility of Interobserver Agreement Statistics in Establishing Radiology Resident Learning Curves During Self-directed Radiologic Anatomy Training

Türeli¹,

Altaş²,

Cengic³

et al. 2015

Academic Radiology

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“…Lifelong learning is one of the most emphasized components of being a successful physician. As a promising methodology for lifelong learning, SDL has been recommended in medicine [1][2][3] and has increasingly been emphasized as an important principle in medical education. Several definitions of SDL have been suggested in the literature [4][5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

“…Baskett [13] identified workplace factors that improve SDL and found that effective communication systems, an environment of trust and mutual respect, and collaboration among organization members were all important factors for enhancing SDL. Previous studies have shown that self-directed learning involves interaction with peers and teachers to exchange information [2,14].…”

Section: Introductionmentioning

confidence: 99%

Does group cohesion foster self-directed learning for medical students? A longitudinal study

Kim

Yang

2020

BMC Med Educ

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Background:The importance of self-directed learning (SDL) and collaborative learning has been emphasized in medical education. This study examined if there were changes in the pattern of SDL and group cohesion from the time of admission to medical school under the criterion-referenced grading system, increased group activities, and interaction of medical education curriculum. Second, it was examined whether group cohesion influences selfdirected learning. Methods: The participants were 106 medical students (71 males, 35 females) who enrolled in Yonsei University College of Medicine in Seoul, South Korea in March 2014. They were asked to complete a Korean version of the self-directed learning readiness scale (SDLRS) and group cohesion scale (GCS) at the end of each semester for three years. A repeated measures ANOVA and a correlation and regression analysis were conducted. Results: All the participants completed the questionnaires. There were differences in the SDLRS scores over the three years. A significant increase was observed one year after admission followed by stable scores until the third year. There was a significant increase in GCS scores as students progressed through medical school years. Positive relationships were found between SDLRS and GCS scores, and the regression model predicted 32% variance. Conclusions: SDLRS and GCS increased as medical school years progressed. In addition, GCS is a significant factor in fostering SDLRS. Medical schools should develop various curriculum activities that enhance group cohesion among medical students, which would in turn promote SDL.

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“…The World Federation for Medical Education (WFTE) has endorsed self-directed learning as an important component of medical undergraduate education (19). The ability of future physicians to successfully engage in self-directed learning activities is essential to the development of life-long learning skills, which are necessary to keep pace with the ever changing landscape of medical practice (18). Providing our pipeline students with self-directed learning experiences, under the guidance of an experienced undergraduate medical student, gives them a head start on learning practices necessary for success in medical school and beyond.…”

Section: Discussionmentioning

confidence: 99%

Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts

Behling

Murphy

Mitchell-Williams

et al. 2016

J Microbiol Biol Educ.

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As part of an undergraduate pipeline program at our institution for students from underrepresented minorities in medicine backgrounds, we created an intensive four-week medical microbiology course. Team-based learning (TBL) was implemented in this course to enhance student learning of course content. Three different student cohorts participated in the study, and there were no significant differences in their prior academic achievement based on their undergraduate grade point average (GPA) and pre-course examination scores. Teaching techniques included engaged lectures using an audience response system, TBL, and guided self-directed learning. We hypothesized that more active learning exercises, irrespective of the amount of lecture time, would help students master course content. In year 2 as compared with year 1, TBL exercises were decreased from six to three with a concomitant increase in lecture time, while in year 3, TBL exercises were increased from three to six while maintaining the same amount of lecture time as in year 2. As we hypothesized, there was significant (p < 0.01) improvement in performance on the post-course examination in years 1 and 3 compared with year 2, when only three TBL exercises were used. In contrast to the students’ perceptions that more lecture time enhances learning of course content, our findings suggest that active learning strategies, such as TBL, are more effective than engaged lectures in improving student understanding of course content, as measured by post-course examination performance. Introduction of TBL in pipeline program courses may help achieve better student learning outcomes.

show abstract

Does Medical Training Promote or Deter Self-Directed Learning? A Longitudinal Mixed-Methods Study

Cited by 77 publications

References 22 publications

Utility of Interobserver Agreement Statistics in Establishing Radiology Resident Learning Curves During Self-directed Radiologic Anatomy Training

Utility of Interobserver Agreement Statistics in Establishing Radiology Resident Learning Curves During Self-directed Radiologic Anatomy Training

Does group cohesion foster self-directed learning for medical students? A longitudinal study

Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts

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