Exploration of a Collaborative Self-Directed Learning Model in Medical Education

Abstract

Purpose One of the aims of medical education is to generate lifelong learners, leading to the identification of self-directed learning (SDL) as an essential component of medical education. While SDL is focused on an individual learner, collaboration is critically important in medicine. We developed an online course using the collaborative SDL (CSDL) framework. A goal for the course was for students to gain a better appreciation for the SDL process by exploring the COVID-19 pandemic. Methods We utilized CSDL to implement a 2-week elective attended by fifteen M3 and M4 medical students. Students submitted short videos reflecting on their course experience and the relevance of the material to their future training. Qualitative analysis of reflections was conducted to determine the effectiveness of the CSDL framework, and an assessment of the course evaluations was performed to explore student perceptions of the course and its effectiveness at preparing them for practice. A survey regarding student perceptions of SDL was offered to M3 and M4 students in order to explore their experiences with SDL and perceptions of its importance in the context of the school curriculum. Results The CSDL framework was effective in making students aware of the importance of SDL in medical practice. Students gained basic and clinical knowledge about the subject, experienced increased confidence, and appreciated collaborating with their peers. The survey offered to the general student body reflected that all students perceived that they employed SDL in their time as medical students. However, many students indicated that they had not utilized components of SDL beyond synthesizing and assessing their learning needs. Conclusion CSDL is an effective method for promoting self-directed learning. Undergraduate medical course constructs utilizing CSDL will benefit students as they continue their career development. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-021-01493-7.

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“…This result is consistent with the literature (Noh & Kim, 2019;Peine, Kabino & Spreckelsen, 2016;Kemp, Baxa & Cortes, 2022), which discusses the benefits of SDL in medical education as a suitable learning approach that complies with the dynamic nature of the clinical field (Noh & Kim, 2019). Benefits of SDL include motivating personal responsibility, providing independent learning and lifelong learning skills, alongside improving personal responsibility, accountability, and confidence (Noh & Kim, 2019;Kemp, Baxa & Cortes, 2022).…”

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“…Future iterations could focus on emerging COVID-19 updates. On the other hand, the flexible approach to assembling this mini-series of lectures mirrored best practices in collaborative selfdirected learning, allowing participants to identify topics that addressed their knowledge gaps [27]. By making available the recordings for asynchronous access, we further supported self-directed learning, as viewers could "mix and match" topics of interest.…”

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“…Moreover, a recent study published by Kemp and colleagues [ 24 ] found that while medical students claimed to have used and are familiar with SDL, they had not utilised aspects of SDL as defined by that study. This led the authors to speculate that students may not be able to identify components of SDL and explicit education regarding SDL may be required [ 29 ]. Other studies in the analysis commented on the potential limitations of student perceptions.…”