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

1. Self-Directed Learning: Is It Really All that We Think it Is? David J. Steele, PhD Assistant Dean for Curriculum and Evaluation & Director, Office of Medical Education Florida State University College of Medicine IAMSE, New Orleans, LA, July 13, 2003

2. 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!

3. 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

4. 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.

5. 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

6. 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”

7. 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

8. Knowledge, skills, and attitudes required to be an expert self-directed learner? (A)4,5 • Motivation • Self-efficacy • Sense of control (autonomy) • Self-discipline

9. 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

10. Transfer of Learner Control7 High Student Control of Learning Low Faculty Time

11. 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

12. 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

13. 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

14. 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

15. References 6. 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 • Brown JS, Collins A, Duguid P. Situated cognition and the culture of learning. Educational Researcher 1989:32-42 • 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