Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learne

• Published in: Journal of advances in medical education & professionalism Vol. 10; no. 3; pp. 135 - 144
• Main Authors: Charokar, Kailash, Dulloo, Puja
• Format: Journal Article
• Language: English
• Published: Iran Shiraz University of Medical Sciences 01.07.2022
• Subjects: Review; Medical students; Competency-based education; Curriculum; Self-directed learning; Assessment
• ISSN: 2322-2220; 2322-3561
• DOI: 10.30476/JAMP.2022.94833.1609

The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fast-growing medical field. The present Competency-Based Medical Curriculum for medical undergraduates in India emphasizes acquisition of a set of competencies for self-directed learning (SDL) through an explicit approach and dedicated teaching hours in the disciplines which gives the opportunity to develop skills for developing lifelong learners. Self-directed learning cuts across all domains of learning and has a significant potential in shaping transformational learning experiences. The concepts of SDL are based on adult learning principles and experiential learning fostering skills for lifelong learning. In view of the paradigm changes in the new curriculum, it is imperative to understand the basic concepts and the methods for effective practice of SDL in the new curriculum. Faculty development for SDL, ensuring the availability of resources, harnessing the power of information technology, and integrating cognitive and affective assessment strategies enhance the effectiveness of SDL. We revisited the literature, and critically summarize our views on the theory-to-practice concepts of self-directed learning. The article discusses the basic concept of SDL, implementation strategies, and evaluation of self-directed learning.