Self-Directed Learning: Is It Really All that We Think it Is?

David J. Steele, PhDAssistant Dean for Curriculum and Evaluation & Director, Office of Medical EducationFlorida State University College of MedicineIAMSE, New Orleans, LA, July 13, 2003

Assertion

Medical schools have a moral obligation to prepare graduates who are “expert” self-directed learners;

To do less is an act of educational malpractice!

What is Self-Directed Learning?

SDL = A willingness and ability to take charge of one’s own learning1 “willingness” = motivation “ability” = knowledge, skills “take charge” = personal responsibility

Why is expertise in SDL necessary? Students must learn more than we can

teach; Our graduates will not always have us

around to tell them what they need to know;

Our graduates need to keep abreast of changes in their chosen fields;

Students must be prepared to deal effectively with contradictions, puzzles, unknowns;

Society expects its doctors to be effective life-long learners.

Benefits Associated with SDL2,3

Research evidence indicates that self-directed learning is associated with: Heightened curiosity Enhanced critical reasoning skills Better retention of acquired knowledge Enhanced ability to recognize knowledge

deficits and needs Greater enthusiasm for learning

More initiative, ask more questions, more reading

Knowledge, skills, and attitudes required to be an expert self-directed learner? (K)

Ability to monitor experience and recognize learning needs Self-awareness Accurate “calibration”

Knowledge, skills, and attitudes required to be an expert self-directed learner? (S)1

Learning and Critical Thinking Skills Ability to ask the right questions Ability to select appropriate methods Ability to access appropriate resources Ability to critically appraise resources Ability to assess learning outcomes and

self-correct

Knowledge, skills, and attitudes required to be an expert self-directed learner? (A)4,5

Motivation Self-efficacy Sense of control (autonomy) Self-discipline

How are students going to acquire knowledge, skills and attitudes needed to be expert SDL?

Deliberate Practice6

Training activities designed to challenge learner to higher levels of performance

Gradual refinement through repetition and feedback

Transfer of Learner Control7

Time

High

Low Co

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of

Lea

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g

Faculty

Student

Role of teacher in producing expert self-directed, life-long learners1,8

Role model SDL Provide “authentic” environment to

practice SDL skills Provide feedback and progressive

challenge Create autonomy supportive

environment

Creating an autonomy supportive environment2

Take learner’s perspective into account

Provide opportunities for choice and the information needed to make informed choices

Encourage learners to accept more responsibility

Autonomy supportive environments associated with…2,9

Positive feelings about learning Preference for being challenged Enhanced sense of efficacy—perception

that one can accomplish one’s goals Greater willingness to preserver through

difficulties Enhanced sense of identification with field Better learning outcomes

References Candy PC. Self-Direction for Lifelong Learning.

Jossey-Bass, 1991 Williams GC, Saizow RB, Ryan RM. The importance of

self-determination theory for medical education. Acad. Med. 1999;74:992-995

Shokar GS, et al., Self-directed learning: Looking at outcomes with medical students. Fam Med 2002;34(3):197-200

Bandura A. Self-Efficacy: The Exercise of Control. Freeman, 1997

Ryan RM, Deci EL. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 2000; 25:54-67

References6. Ericsson KA. Attaining excellence through deliberate

practice: Insights from the study of expert performance. In: M. Ferrari (ed), The Pursuit of Excellence Through Education. Lawrence Erlbaum Associates, 2002:21-55

7. Boekaerts M. Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction 1997;7:161-186

8. Brown JS, Collins A, Duguid P. Situated cognition and the culture of learning. Educational Researcher 1989:32-42

9. Blumberg P. Evaluating the evidence that problem-based learners are self-directed learners: A review of the literature. In: DH Evensen and CE Hmelo (eds) Problem-Based Learning: A Research Perspective on Learning Interactions. Lawrence Erlbaum Associates, 2000:199-226