Self

Directed

Learning
Acknowledgements
DISCLAIMER
 Plan for Session
1. Lecture 45 minutes to 60 minutes

2. Activity 10 to 15 minutes

3. Discussion 10 to 15 Minutes
 Self
Directed
Learning
 Self
(Learner Oriented)
Directed
(Facilitated and Monitored)
Learning
(Applicable to Life Long Learning)
 COMPETENCY
Number FC 4.14

Competency Demonstrate understanding of different methods of

self-directed learning
Domain K (Knowledge)

Level KH (Knows How)

Core Y (Yes)

Teaching Learning Methods Learning Style Evaluation, Lecture of Various Methods, Role Play & SGD

Assessment Methods Nil

Horizontal Integration --------------------

Vertical Integration --------------------

 Foundation Course
Competeny 4.14
Demonstrate understanding of
different methods of self-directed learning
Specific Learning Objective
At the end of the session, the 1st MBBS Student should be able to
1. Define SDL
2. Discuss the methods of SDL.
3. Discuss the application of the methods of SDL in their routine learning.
 Self Directed Learning
1. What is SDL
2. Why SDL
3. Skills necessary for SDL
4. Different Perspective of SDL
5. Need for SDL
6. SDL in Medical Schools (Why & How)
7. Benefits of SDL
8. Problems & Challenges of SDL
 What is Self Directed Learning
In 1975,Malcolm Knowles
described it as a process where
individuals take the initiative
with or without the help of others
1. To diagnose their learning goals
2. Formulate learning goals
3. Identify resources
4. Choose and implement learning strategies
5. Evaluate their learning
 1
Establish
Learning
Goals

5 2
Reassess Locate &
Learning Access
Strategies Self Resources
Directed
Learning

3
4
Adopt &
Monitor &
Execute
Evaluate
Learning
Performance
Activities
 What is Self Directed Learning
Bolhuis, 1996 & Garrison, 1997
Self directed learning (SDL) views
learners as responsible owners
and managers of their own learning process.
Self directed learning integrates
self management
(Management of context, including the social setting, resources & action)
with self monitoring
(the process whereby the learners monitor, evaluate
and regulate their cognitive learning strategies)
Dimension of SDL (Garrison 1997)
Dimension of SDL (Garrison 1997)
• To enter learning task, • To control one’s
take responsibility, behaviours and resources
plan own -to think independently,
learning outcomes solve problems creatively
& activities Self Self & make decisions.

Motivation Management

Self Self

• To change behaviour • To consciously monitor

based on Modification Monitoring one’s own thinking and
self monitoring actions through
and self reflection/evaluation,
on feedback received metacognition
from others
 What is Self Directed Learning
GIBBONS, 2002

“Self directed learning is

any knowledge, skill, accomplishment, or personal development
that an individual selects and
brings about by his or her own efforts
using any method in any circumstances at any time”
 What is Self Directed Learning
Lyman, 1997 & Morrow, Sharkey & Firestone, 1993

In self directed learning,

control gradually shifts from teachers to learners.
Learners exercise a great deal of independence in setting learning goals
and
deciding what is worthwhile learning
as well as
how to approach the learning task within a given framework.
 What is Self Directed Learning
Neema Baskar

Self directed learning is a process in which

the learner initiating learning making decisions about
What and How to learn self in order to achieve a particular task.
 Why Self Directed Learning
There is growing evidence that
those who take initiative in learning ultimately
learn more
and
learn better than those who don’t take the initiative.

The evidence also shows that these individuals learn more

deeply
and
permanently.
 Purpose of Self Directed Learning
• To plan and participate in one’s own learning activities.

• To develop the capacity of learning and thinking of learner.

• To develop the sense of independence by enhancing emancipatory learning.

• To develop the problem solving approaches.

• To develop time management skills.

• To develop decision making skills.

Skills necessary for Self Directed Learning
The ability to
1. Develop and be in touch with a sense of curiosity.
2. Formulate questions, based on one’s curiosities.
3. Identify the data required for different kinds of questions.
4. Locate the most relevant and reliable sources of the required data.
5. To select and use the most efficient means for collecting the required data.
6. To organize, analyze and evaluate the data .
7. Identifying one’s own knowledge and skill gaps,
8. Reflect critically on the learning process and outcomes.
 SDL -A Four Step Process
Assess readiness to learn

Set Learning Goals

Engage in Learning Process

Evaluate Learning
 Identifying the Knowledge Deficit

Setting Learning Goals

Identifying effective strategies to reach these goals

Monitoring progress towards the goals

Modifying strategies when obstacles are encountered

Reaching the goals

 Stages of Self Directed Learning
1. Planning

2. Learning

3. Assessment

4. Feedback

5. Reflection
 Different Perspectives of Self Learning
1. LEARNING ON ONE’S OWN
2. LEARNING FROM OTHERS
(AUTHORITY ON THE SUBJECT, PEERS, SENIORS)
3. LEARNING BY OBSERVATION
Examples
Want to discuss a novel,
find other book enthusiasts.
Want to confirm or refute science fact from fiction,
meet an actual scientist.
 Need for Self Directed Learning
Current Era is of need for rapidly expanding knowledge,
yesterdays best methods may be obsolete today.

Need of the hour in our medical schools:

1. Focus on life long learning
2. Self directed learning
3. Addressing learning gaps in medical education
Self Directed Learning in Medical Schools

1. Why?

2. How?

3. What Will We Achieve?

 Why SDL in Medical Schools
Medical students are likely to work in different contexts
during one’s professional career and as health professionals,
one must continue to learn and
update one’s knowledge to cope with
challenging health care environment.

Self-directed lifelong learning

is an integral component of medical professionalism.
 Why SDL in Medical Schools
The concept that
“physicians must be committed to lifelong learning”
was described in a Physician Charter endorsed by
over 120 national and international organizations.

In addition, documentation of self-directed lifelong learning

is now required for
residency training,
board certification, and
maintenance of certification in many countries.
Teacher as Facilitator: A 21st Century Perspective
 How SDL in Medical Schools
1. Integrate basic and clinical disciplines.
2. Small group teaching.
3. Problem based learning.
 1. Integrate basic & clinical disciplines.
Anatomy Community Medicine

Physiology Ophthalmology

Biochemistry Otorhinolaryngology

Pharmacology General Medicine

Pathology Paediatrics

Microbiology General Surgery with Orthopaedics

Forensic Medicine Obstetrics & Gynaecology

 2. Small group teaching.
Brainstorming Questions

Buzz Group Role Play

Case Study Seminar

Controlled Discussions Simulation & Games

Fishbowl Step by Step Discussions

Problem Centred Group Syndicate

Projects Tutorial

Snowball (Pyramid) Workshop

 3. Problem based learning.
Problem-based learning (PBL)
is a student-centered approach
in which students learn about a subject
by working in groups
to solve an open-ended problem.
Wood (2003) defines problem-based learning as
a process that uses identified issues within a scenario to
increase knowledge and understanding.
 Principles of PBL
1. Learner-driven self-identified goals and outcomes

2. Students do independent, self-directed study before returning to larger group

3. Learning is done in small groups of 8–10 people, with a tutor to facilitate discussion

4. Trigger materials such as paper-based clinical scenarios, lab data, photographs, articles or videos or patients (real*)

5. The Maastricht 7-jump process helps to guide the PBL tutorial process

6. Based on principles of adult learning theory

7. All members of the group have a role to play

8. Allows for knowledge acquisition through combined work and intellect

9. Enhances teamwork & communication, problem-solving & encourages independent responsibility for shared learning

10. Anyone can do it as long it is right depending on the given causes and scenario
8 Essential Elements of PBL
 Problem Based Learning
In problem based learning (PBL),
students use “triggers” from the problem case or scenario
to define their own learning objectives.

Subsequently they do
independent, self directed study
before returning to the group
to discuss and refine their acquired knowledge.
 Problem Based Learning
Thus, PBL is not about problem solving per se,
but rather it uses appropriate problems
to increase knowledge and understanding.
The process is clearly defined, and
the several variations that exist
all follow a similar series of steps.
Gap in knowledge creates intellectual curiosity-promotes SDL.
Learners should identify their own knowledge gaps and
critically appraise new information.
Problem based learning.

Identifies Gap in knowledge

Creates intellectual curiosity-
promotes SDL
 Other types of SDL

CBL
TBL
ECE
Case Based Learning
Team based Learning
Early Clinical Exposure
 Forms of SDL
Experiential Learning-
Reflection,
Problem based learning,
Role plays,
Critical analysis,
Group works,
hands-on participation
Inquiry Based learning
Peer Assisted Learning
Situational Learning
Strategies for SDL
 Stages of Problem Based Learning
Analysis of the problem

Identification of the information required

in the form of questions.

Study to formulate the answers to questions.

Application of the newly acquired

knowledge to the initial problem.
 7 Steps in Maastricht PBL Process
The seven steps in the Maastricht PBL process are:

1. Discuss the case to ensure everyone understands the problem;

2. Identify questions in need of answers to fully understand the problem;

3. Brainstorm what prior knowledge the group already has and identify potential solutions;

4. Analyze and structure the findings from the brainstorming session;

5. Formulate learning objectives for any lacking knowledge;

6. Independently, research information necessary to achieve learning objectives defined as a group

7. Discuss the findings with the group to develop a collective explanation of the problem.
 Step 1
Problem
Scenario
Step 7
Step 2
Analyse
Identify
the
Key facts
Results

PBL
Step 6
Apply Stages Step 3
Brainstorm
New Missing
Information Information

Step 5 Step 4
Assimilate Self
New Directed
Knowledge Learning
 Sources - Problem Based Learning
Library-
Physical form,
medical literature from various textbooks,
reference books,
medical journals.

Figure out how to use technology, including social media, and

personal learning networks towards
one’s goal of self directed learning.
 Web Based Learning
Web based learning is often called
online learning or e-learning because it includes
1. Online course content
2. Discussion forums via email
3. Video conferencing
4. Live lectures (video streaming)
5. Interactive course materials containing
online activities (such as self assessments),
animations,
and simulations.
 Web Based Courses
Web based courses may also provide static pages such as
Printed Course Materials.

One of the values of using the web to access course materials is that
web pages may contain hyperlinks to other parts of the web,
thus enabling access to a vast amount of web based information.

In medical education, the web is increasingly used both as a

learning tool to support formal programs and
as a means of delivering online learning programs.
 Online Records
Presently many clinicians maintain Electronic Patient Records.

This change means that doctors are more adept at

using computers and online resources to support their daily work and
continuing professional development.
 What do we achieve
1. Greater enthusiasm
2. More relevant questions asked by the students
3. Heightened curiosity
4. Enhanced critical reasoning skills
5. Better retention of acquired knowledge
6. Enhanced capability to recognize
knowledge deficits and needs
Benefits of Self Directed Learning
 Benefits of Self Directed Learning
1. Self-directed learning allows learners to be
more effective learners and social beings.
2. It enhances the ability to think and learn.
3. It promotes emancipatory learning process.
4. Self-directed learners are curious and willing to try new things.
5. They can view problems as challenges, desire change, and enjoy learning.
6. Self-directed learners are motivated and persistent, independent,
self-disciplined, self-confident and goal-oriented.
7. Self-directed learners demonstrate a greater awareness of their responsibility
in making learning meaningful and monitoring themselves.
 Benefits of Self Directed Learning
8. Self-directed learning encourages students to develop their own rules and
leadership patterns.
9. SDL is more deep and permanent.
10. It helps to develop time management skills.
11. It helps to identify the requirements for a problem solving process.
12. It increases self esteem.
13. Helps in decision making.
14. It promotes self awareness.
Benefits
Problems & Challenges
 Problems & Challenges
1. Procrastination (postponing)
2. Laziness
3. Misguidance
4. Lack of Motivation
5. Time management
6. Needs an organized manner of
planning, inquiring skills, decision making & self evaluation of work
 Use of Self Directed Learning:
1. Distance learning
(when the student is not present in regular classes, but interacts from distance)
2. Private students
(those who are not enrolled in any institute)
3. Regular students
(Individual or group activity)
4. Individual projects
5. Research work
 Lifelong learning is a skill
that must be possessed by medical graduate students,
which can be achieved by students
taking their own responsibility in the learning process.
Learn from anyone and everyone.

Learn from Self Mistake

or
Learn from Other’s Mistakes.
 Foundation Course
Competeny 4.14
Demonstrate understanding of
different methods of self-directed learning
Specific Learning Objective
At the end of the session, the 1st MBBS Student should be able to
1. Define SDL
2. Discuss the methods of SDL.
3. Discuss the application of the methods of SDL in their routine learning.
 Self Directed Learning
1. What is SDL
2. Why SDL
3. Skills necessary for SDL
4. Different Perspective of SDL
5. Need for SDL
6. SDL in Medical Schools (Why & How)
7. Benefits of SDL
8. Problems & Challenges of SDL
 References
1. Knowles, M. S. (1975). Self-directed learning. New York: Association Press.

2. Garrison, D.R. (1997). Self-directed learning: Toward a comprehensive model.

In Adult Education Quarterly, Fall 97 v 48 n 1, p18, 16 p

3. Bolhuis, S. (1996). Towards Active and Self directed Learning. Preparing for Lifelong

Learning, with Reference to Dutch Secondary Education. Paper presented at the Annual

Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996)

4. Corno, L. (1992). Encouraging Students to Take Responsibility for Learning and Performance.

Elementary School Journal; v93 n1 p69-83 Sep 1992. [EJ 453 441]

5. Grow, G. (1994). In defense of the staged self-directed learning model.

Adult Education Quarterly, 44(2), pp.109–114.