ArticleMedical science educator2022
Exploration of a Collaborative Self-Directed Learning Model in Medical Education.
Article in Medical science educator, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 1 of them a synthesis that pooled it.
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Who cites it
16 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Self-directed learning assessment practices in undergraduate health professions education: a systematic review.Medical education online · 2023Pooled it
- The positive impact of introducing modified directed self-learning using pre-small group discussion worksheets as an active learning strategy in undergraduate medical education.Medical education online · 2023Trial
- The Relationship Between Sense of Community and Collaborative Learning: Quantitative Study in Medical Education.JMIR medical education · 2026Article
- Readiness for self-directed learning among first-year medical and nursing students at the Arabian Gulf University in Bahrain.BMC medical education · 2026Article
- Article
- Augmented Reality and Gamification vs. Traditional Surgical Instrument Training on Knowledge and Skills of Medical Students: A 2×2 Factorial Randomized Study.Archives of academic emergency medicine · 2026Article
- It takes a village: an ethnographic study on how undergraduate medical students use each other to learn clinical reasoning in the workplace.Advances in health sciences education : theory and practice · 2025Article
- Assessment of first-year medical student perceptions in the development of self-directed learning skills in a single medical school course.BMC medical education · 2025Article
- Article
- The relationship between peer learning and self-directed learning: the mediating role of collaborative leadership among pre-service mathematics teachers.Frontiers in psychology · 2025Article
- Exploration of the integration of microbiology and immunology emerging topics into undergraduate medical education.Medical education online · 2024Article
- Promotion of self-directed learning abilities among Chinese medical students through preparing for career calling and enhancing teaching competencies in medical education: a cross-sectional study.BMC medical education · 2024Article
- Autonomous learning and creative cognition: the mediating effect of gifted students' self-efficacy.Frontiers in psychology · 2024Article
- Article
- Direct and indirect effects of self-directed learning on creativity in healthcare undergraduates: a chain mediation model of openness to challenge and diversity and creative self-efficacy.Frontiers in psychology · 2023Article
- Medical students' self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school.Korean journal of medical education · 2022Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeOne 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.
methodsWe 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.
resultsThe 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.
conclusionCSDL 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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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.