I don’t think that means what you think it means: Why precision in lifelong learning terminology matters to medical education

Abstract

Issue

Medical educators share the belief that fostering the development of lifelong learning skills is a fundamental task for teachers and learners in all stages of a physician’s education: undergraduate medical education, graduate medical education, and continuing medical education. A significant challenge to developing and implementing best practices in lifelong learning is the varied interpretation and application of its related terminology, such as ‘self-directed learning’ in this context.

Evidence

This paper discusses the scholarly origins of key terms in lifelong learning (‘self-directed learning’ and ‘self-regulated learning’) and explores their commonalities and their common conflation.

Implication

The authors propose a renewed attention to precision in use of lifelong learning terminology in medical education across the spectrum as a way to best design and deploy impactful educational experiences for learners at all levels.

Keywords:

• Self-directed learning
• undergraduate medical education
• adult learning theory
• self-regulated learning
• accreditation

Disclosure statement

The authors have no declarations of interest to report.

Additional information

Notes on contributors

Deborah L. Conway

Deborah L. Conway, M.D., Professor of Obstetrics and Gynecology, Vice Dean for Undergraduate Medical Education, Office for Undergraduate Medical Education, UT Health San Antonio.

Deborah A. Chang

Deborah A. Chang, Ph.D., Director, Curriculum Evaluation, Office for Undergraduate Medical Education, UT Health San Antonio.

Jeffrey L. Jackson

Jeffrey L. Jackson, Ed.D., Director, Curriculum Evaluation, Office for Undergraduate Medical Education, UT Health San Antonio.