A student view of self-directed clinical learning

Abstract

A random, structured sample of 14 pre-registration house officers took part in a semi-structured interview about their learning experiences in the clinical undergraduate course. We focused on their attempts to organize their learning, to make their learning needs known and their attempts to learn practical skills. A factor analytic approach identified a number of salient issues that suggested five major requirements for the support of self-directed learning. The environment must be socially and professionally safe before any learning will start. It must be structured in such a way that students can find their way around the learning issues. Teaching needs to be paced appropriately for students' level of experience. Learning experiences need to be dependable and followed by prompt, supportive and adequately detailed feedback. While these are by no means the only requirements, our pilot study suggests they may dominate the perceived needs of clinical students.