Self-directed learning assessment practices in undergraduate health professions education: a systematic review

Abstract

Purpose The goal of this systematic review was to examine self-directed learning (SDL) assessment practices in undergraduate health professions education. Methods Seven electronic databases were searched (PubMed, Embase, PsycINFO, ERIC, CINAHL, Scopus, and Web of Science) to retrieve English-language articles published between 2015 and July of 2022, investigating assessment of SDL learning outcomes. Extracted data included the sample size, field of study, study design, SDL activity type, SDL assessment method, number of SDL assessments used, study quality, number of SDL components present utilising the framework the authors developed, and SDL activity outcomes. We also assessed relationships between SDL assessment method and number of SDL components, study quality, field of study, and study outcomes. Results Of the 141 studies included, the majority of study participants were medical (51.8%) or nursing (34.8%) students. The most common SDL assessment method used was internally-developed perception surveys (49.6%). When evaluating outcomes for SDL activities, most studies reported a positive or mixed/neutral outcome (58.2% and 34.8%, respectively). There was a statistically significant relationship between both number and type of assessments used, and study quality, with knowledge assessments (median-IQR 11.5) being associated with higher study quality ( p < 0.001). Less than half (48.9%) of the studies used more than one assessment method to evaluate the effectiveness of SDL activities. Having more than one assessment (mean 9.49) was associated with higher quality study ( p < 0.001). Conclusions The results of our systematic review suggest that SDL assessment practices within undergraduate health professions education vary greatly, as different aspects of SDL were leveraged and implemented by diverse groups of learners to meet different learning needs and professional accreditation requirements. Evidence-based best practices for the assessment of SDL across undergraduate healthcare professions education should include the use of multiple assessments, with direct and indirect measures, to more accurately assess student performance.

A Longitudinal Assessment of Self-directed Learning Readiness and Development in Medical Students

“…These findings highlight the importance of considering multiple sources of data in evaluating the effectiveness of SDL in medical education, a finding supported by a systematic review of SDL assessment practices. 51 Future studies should include rigorous qualitative work, such as interviews, to further elucidate the impact of the array of educational experiences on SDL development in medical students.…”

Locus of Control and Self-Directed Learning Readiness of Nursing Students During the COVID-19 Pandemic: A Cross-Sectional Study from Saudi Arabia

“…Nursing students can use the SDL process to review and improve their learning processes [22]. Evidence suggests that SDL plays a positive role in nursing education and is significantly associated with academic achievement [74], professional competence, communication self-efficacy [75], assertiveness and accountability [64], and clinical competencies [76]. Given the importance of SDL in nursing education, nursing educators should motivate students to effectively utilize SDL skills.…”

Specificity of Independent Work at the Higher Medical School

“…Taking into account the specifics of the educational process in the higher medical school, it is necessary to note that the education of students from the professional field "Health care" is considered as a means of forming a number of qualities [1][2] [13]. Among them are: the ability to think analytically, to interpret the received information and to work independently to improve the general cultural and professional competences of students [4]. Independent work stands out as an important means of increasing the professional and cognitive activity of future specialists.…”