ArticleAnnals of family medicine2026
Are Family Medicine Residency Programs Ready to Teach and Assess Learners' Self-Directed Learning Skills?
Article in Annals of family medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
- Expanding Access to Primary Care Research for Non-English-Speaking Primary Care Providers, Researchers, and Policy Makers.Annals of family medicine · 2026Article
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
purposeThe rapid expansion of medical information highlights the importance of physicians being trained in self-directed learning (SDL) so that they can adapt their practice to incorporate current evidence. The Liaison Committee on Medical Education and the Accreditation Council for Graduate Medical Education highlight SDL as a key training outcome, but residency program integration of this training is not clear. We explored perceptions of directors of family medicine residency programs about their programs' readiness to teach and assess SDL skills.
methodsIn 2024, we surveyed all US family medicine program directors via e-mail. The survey explored aspects of programs' readiness for SDL instruction and the priority it placed on SDL, as well as the program directors' perception of recent graduates' SDL skills. Data analysis used descriptive and inferential techniques.
resultsWe received responses from 314 of 705 program directors (44.5% response rate). Of the responding program directors, 294 (93.6%) agreed or strongly agreed that their recent graduates modeled lifelong learning necessary for the practice of medicine. Only 177 (56.3%) agreed or strongly agreed that they collected evidence of engagement in SDL, however. Additionally, 139 (44.2%) agreed or strongly agreed that they had written expectations regarding SDL, 167 (53.2%) reported having a programwide common understanding of SDL, and 181 (57.6%) indicated SDL was a high curricular priority.
conclusionsAlthough program directors overwhelmingly report that their graduating residents model lifelong learning skills, many also report that they are not investing in SDL curricula, nor are they collecting evidence to demonstrate SDL skills. These gaps may be addressed by creating a standardized curriculum for residency programs and by recommending tools for assessment to enhance program readiness for SDL training.Abstracts also available in: عربي (Arabic); Deutsch (German); Español (Spanish); Francais (French); हिन्दी (Hindi); Indonesia (Indonesian); (Chinese); (Japanese); Portugues (Portuguese).
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Registered trials
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