ArticleBMC medical education2017
A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory.
Article in BMC medical education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers.
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Who cites it
20 citing papers in PubMed.
- Relationship Between Inspirational Teaching and Self-Directed Learning in Health Professions Students-A Mixed-Method Study.European journal of dental education : official journal of the Association for Dental Education in Europe · 2026Article
- Are Family Medicine Residency Programs Ready to Teach and Assess Learners' Self-Directed Learning Skills?Annals of family medicine · 2026Article
- AI-Generated Microlearning for Plastic Surgery Residency: Single-Arm Pre-Post Feasibility Study.JMIR medical education · 2026Article
- Residents' Experiences with Personalized Learning in Postgraduate Training; Going Beyond Competency Based Medical Education.Perspectives on medical education · 2026Article
- An obesity care curriculum improves residents' self-efficacy and clinical practice habits.Obesity pillars · 2025Article
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- An obesity medicine curriculum increases the obesity care self-efficacy of internal medicine residents in the primary care setting.Clinical obesity · 2024Article
- Barriers and enablers to achieving clinical procedure competency-based outcomes in a national paediatric training/residency program-a multi-centered qualitative study.BMC medical education · 2023Article
- Seeing the Other: How Residents Expand Their Perspective by Learning With the Arts.Journal of graduate medical education · 2023Article
- A Mixed-Methods Program Evaluation of a Self-directed Learning Panel Management Curriculum in an Internal Medicine Residency Clinic.Journal of general internal medicine · 2022Article
- Influencing factors of self-directed learning abilities of medical students of mainland China: a cross-sectional study.BMJ open · 2021Article
- A story half told: a qualitative study of medical students' self-directed learning in the clinical setting.BMC medical education · 2021Article
- Some Learning Theories for Medical Educators.Medical science educator · 2021Article
- Characteristics and quality of rotation-specific resident learning goals: a prospective study.Medical education online · 2020Article
- Implementation and evaluation of a self-directed learning activity for first-year medical students.Medical education online · 2020Article
- Flipping the classroom: a national pilot curriculum for physiology in neonatal-perinatal medicine.Journal of perinatology : official journal of the California Perinatal Association · 2018Article
- Conceptions of learning factors in postgraduate health sciences master students: a comparative study with non-health science students and between genders.BMC medical education · 2018Article
- An Investigation of Self-Directed Learning Skills of Undergraduate Students.Frontiers in psychology · 2018Article
- An Effective Team: Active Learning Also Needs the Sage on a Stage.Journal of medical education and curricular developmentArticle
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Authors and funding
5 authors.
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Abstract
backgroundExisting theories of self-directed learning (SDL) have emphasized the importance of process, personal, and contextual factors. Previous medical education research has largely focused on the process of SDL. We explored the experience with and perception of SDL among internal medicine residents to gain understanding of the personal and contextual factors of SDL in graduate medical education.
methodsUsing a constructivist grounded theory approach, we conducted 7 focus group interviews with 46 internal medicine residents at an academic medical center. We processed the data by using open coding and writing analytic memos. Team members organized open codes to create axial codes, which were applied to all transcripts. Guided by a previous model of SDL, we developed a theoretical model that was revised through constant comparison with new data as they were collected, and we refined the theory until it had adequate explanatory power and was appropriately grounded in the experiences of residents.
resultsWe developed a theoretical model of SDL to explain the process, personal, and contextual factors affecting SDL during residency training. The process of SDL began with a trigger that uncovered a knowledge gap. Residents progressed to formulating learning objectives, using resources, applying knowledge, and evaluating learning. Personal factors included motivations, individual characteristics, and the change in approach to SDL over time. Contextual factors included the need for external guidance, the influence of residency program structure and culture, and the presence of contextual barriers.
conclusionsWe developed a theoretical model of SDL in medical education that can be used to promote and assess resident SDL through understanding the process, person, and context of SDL.
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