Implementation and evaluation of a self-directed learning activity for first-year medical students

Figures & data

Figure 1. Student survey responses (n = 131) to likert-style questions following completion of SDL assignment

Table 1. Final codes with sample statements, themes and theme definitions

Final Codes	Sample Statements	Themes	Theme Definitions
Efficiency	I learned to be more efficient in identifying relevant sources that would answer the knowledge gaps that I had.	Self-learning Skills	Development of skills that facilitate acquisition of evidence-based knowledge, including use of library resources, time management strategies, and efficient ways of accessing and sorting through information. These skills were developed through practice.
Time management	Time management is something that I have had to relearn since starting medical school and I believe this self-directed learning assignment allowed me to reflect on my improved skills.
Skill development	This assignment helped me learn how to streamline my search strategies to quickly find relevant peer reviewed journal articles.
Practice	It also helped me to practice some of the evidence-based research evaluation techniques we learned in our PPS curriculum.
Teamwork	I rarely get the opportunity to work in teams, so this project helped me build on my team work and leadership capabilities.	Collaboration	Development of teaming skills including communication, leadership, and utilization of available expertise to accomplish a common goal.
Learning from peers	I became aware how my research abilities were limited and asked peers how they researched to better improve my search.
Expert consult	At the beginning of this assignment, I felt comfortable utilizing research databases. I soon realized that I was unfamiliar with a multitude of available resources, so I consulted a medical librarian.
Professional identity	Self-directed learning is a method of continued learning that I will embrace as a practicing physician.	Application	Recognizing that the skills they’ve developed will transfer to their clinical practice.
Knowledge Application	It also reinforced my ability to synthesis basic science research and apply it to an understanding of aspects of disease processes.
Experiential learning	Learning in lecture is just absorbing the material others have prepared for us, but with this project, not only did we have to interpret the clinical scenario presented, we had to apply that to searching the current scientific evidence.
Confidence	This assignment made me more comfortable with a subject that I had very little confidence in. I have never taken Microbiology or Immunology before this course and having the chance to work on something that involved applying critical thinking skills and familiarizing myself with the literature in the subject was a nice break from the mundane multiple choice exams. If the course was only multiple choice exams, I don’t think I would have ever had the chance to grow confidence with this material.	Meta-cognition	Self-reflection on their interaction with the task that led to a new understanding of their weaknesses and abilities with respect to their research skills, addressed their confidence, and recognized their personal learning preferences.
Enjoyment	I enjoyed the SDL project because (it allowed me to identify my own weaknesses and address them via research. The personalization aspect was great because) I didn’t have to spend any time on things that I already knew, rather I got to focus on my own learning gaps and discuss them with a group.
Self-assessment	I thought I was much better at doing research than I actually was and using this assignment to practice was very helpful.
Challenged/stretched	This assignment pushed me to learn new and more efficient ways to access information to possibly help a patient.

Table

Element	Excellent (90–100)	Average (80–89)	Poor (<80)	Points
Annotations 30% of grade	All annotations go beyond class material and are clinically relevant; include the latest advances, if applicable and clearly and succinctly described 27–30 points	Most annotations go beyond class material and are clinically relevant; include the latest advances, if applicable and adequately described 24–26.7 points	Annotations are regurgitation of class material, lack clinical application, or poorly described <24 points
Scholarly sources 60% of grade	All citations are scholarly and peer-reviewed; search strategy included’ PMID included on all citations 54–60 points	Most citations are scholarly and peer-reviewed; search strategy included; PMID included on most citations 48–53.4 points	Some citations are scholarly and peer-reviewed and/or no search strategy included; no PMID included on citations <48 points
Format 10% of grade	Essentially free of spelling and formatting errors; followed all instructions; everyone used the same font and citation style 9–10 points	Some errors in text and/or inconsistent formatting; followed most instructions; inconsistent use of fonts and citation style 8–8.9 points	Numerous errors and/or inconsistent formatting; failed to follow instructions; everyone used different fonts and citation fonts <8 points
TOTAL