SynthesisPloS one2025
Self-directed learning in health professions: A mixed-methods systematic review of the literature.
Synthesis in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
13 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Self-Directed Learning in Health Professions Education: A Systematic Review and Meta-Analysis.Perspectives on medical education · 2026Pooled it
- Effect of traditional versus video-assisted problem-based learning on pediatric nursing students' academic self-efficacy and self-directed learning: implications for pediatric patients care.BMC medical education · 2026Trial
- Article
- Distinct patterns in study techniques and intrinsic challenges in nursing students' self-directed learning: an exploratory, comparative qualitative study.BMC medical education · 2026Article
- Co-creation and interprofessional collaborative practice for the local management of osteoporosis: a qualitative study in primary healthcare.Family practice · 2026Article
- Perspectives on educating lifelong learning in postgraduate orthopaedic training: an interpretivist qualitative study.BMC 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
- The Impact of Digital Self-Representation and Professional Branding on Motivation for Lifelong Learning among Health Professionals.Journal of advances in medical education & professionalism · 2026Article
- The ADAPT model: integrating employer insights into a framework for practice-ready health professions graduates.BMC medical education · 2026Article
- Predicting nurses' adherence to chemical decontamination procedures: a transtheoretical model SEM analysis.BMC nursing · 2026Article
- Impact of Learner Autonomy on the Performance in Voluntary Online Cardiac Auscultation Courses: Prospective Self-Controlled Study.JMIR medical education · 2025Article
- Self-directed learning and clinical decision support.The Ulster medical journal · 2025Article
- Enhancing Student Engagement Through Active Teaching-Learning Approaches Among First-Year Medical Undergraduates.Cureus · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeThis study investigated the application and effectiveness of various self-directed learning (SDL) models in healthcare organizations. This study aims to identify the prevalent SDL models and factors influencing SDL adoption in healthcare settings.
methodsA systematic review was conducted, encompassing a comprehensive search across multiple academic databases (MEDLINE, Embase, PsycINFO, ERIC, and the Cochrane Library). The final search was conducted on April 16, 2024. The inclusion criteria were studies involving health and allied health professionals in clinical settings that explored SDL in any context or form of activity, emphasizing the description and/or use of an SDL model or SDL-related concept. Both qualitative and quantitative studies were included. We also explored the factors facilitating or hindering SDL and specific SDL-related outcomes, accommodating various study designs.
resultsThe final review synthesized findings from 34 articles involving over 5,700 healthcare professionals (including nurses, pharmacists, and physicians). The findings reveal that supportive organizational cultures significantly enhance SDL practices, whereas restrictive policies hinder their effectiveness. Various SDL models were identified and examined, showing that integrative frameworks combining individual motivation with structured organizational support yielded the best outcomes in fostering lifelong learning and adaptability among healthcare professionals. These findings emphasize the significance of individual motivation, learning environment, technological resources, social interactions, and SDL readiness among healthcare professionals.
conclusionOur findings demonstrate that SDL is crucial for the continuous professional development of healthcare providers and should be strategically supported by healthcare organizations. This study contributes to a better understanding of the interplay between SDL, workplace dynamics, and digital technology in healthcare practices. Identifying prevalent SDL models and factors influencing their adoption offers valuable insights for healthcare professionals on effective implementation strategies that address both its barriers and facilitators. SYSTEMATIC REVIEW REGISTRATION: reviewregistry1309, February 28, 2022 (www.researchregistry.com).
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Registered trials
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.