Self-Directed Learning in Medical Education: Training for a Lifetime of Discovery

References

• Simpkin AL, Walesby KE. Training tomorrow’s doctors. Future Hosp J. 2017;4(1):56–60. doi:10.7861/futurehosp.4-1-56.
   PubMedGoogle Scholar
• Cutrer WB, Atkinson HG, Friedman E, et al. Exploring the characteristics and context that allow master adaptive learners to thrive. Med Teach. 2018;40(8):791–796. doi:10.1080/0142159X.2018.1484560.
   PubMed Web of Science ®Google Scholar
• Cutrer WB, Miller B, Pusic MV, et al. Fostering the development of master adaptive learners: a conceptual model to guide skill acquisition in medical education. Acad Med. 2017;92(1):70–75. doi:10.1097/ACM.0000000000001323.
   PubMed Web of Science ®Google Scholar
• Schumacher DJ, Bria C, Frohna JG. The quest toward unsupervised practice: promoting autonomy, not independence. JAMA. 2013;310(24):2613–2614. doi:10.1001/jama.2013.282324.
   PubMed Web of Science ®Google Scholar
• Dowling S, Last J, Finnigan H, Cullen W. Continuing education for general practitioners working in rural practice: a review of the literature. Educ Prim Care. 2018;29(3):151–165. doi:10.1080/14739879.2018.1450096.
   PubMed Web of Science ®Google Scholar
• Ahmed K, Wang TT, Ashrafian H, Layer GT, Darzi A, Athanasiou T. The effectiveness of continuing medical education for specialist recertification. Can Urol Assoc J. 2013;7(7-8):266–272. doi:10.5489/cuaj.378.
   PubMed Web of Science ®Google Scholar
• Forsetlund L, Bjørndal A, Rashidian A, et al. Continuing education meetings and workshops: effects on professional practice and health care outcomes. Cochrane Database Syst Rev. 2009;2:CD003030. doi:10.1002/14651858.CD003030.pub2.
   PubMed Web of Science ®Google Scholar
• Kruger J, Dunning D. Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. J Pers Soc Psychol. 1999;77(6):1121–1134. doi:10.1037/0022-3514.77.6.1121.
   PubMed Web of Science ®Google Scholar
• Standards, Publications, & Notification Forms | LCME. http://lcme.org/publications/#All. Accessed May 24, 2019.
   Google Scholar
• Duval JF, Opas LM, Nasca TJ, Johnson PF, Weiss KB. Report of the SI2025 Task Force. J Grad Med Educ. 2017;9(6 Suppl):11–57. doi:10.4300/1949-8349.9.6s.11.
   PubMedGoogle Scholar
• CPD Standards. The World Federation for Medical Education. https://wfme.org/standards/cpd/. Accessed September 22, 2020.
   Google Scholar
• Knowles MS. Self-Directed Learning: A Guide for Learners and Teachers. Published online 1975.
   Google Scholar
• MedBiquitous Curriculum Inventory Working Group Standardized Vocabulary Subcommittee. Curriculum Inventory standardized instructional and assessment methods and resource types (March 2016 version). Published online 2016.
   Google Scholar
• Brockett RG, Hiemstra R. Self-Direction in Adult Learning: Perspectives on theory, Research, and Practice. Routledge Series on Theory and Practice of Adult Education in North America. Routledge, Chapman and Hall, Inc; 1991.
   Google Scholar
• Irwin L. Common Program Requirement. 2.
   Google Scholar
• Sitzmann T, Ely K. A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. Psychol Bull. 2011;137(3):421–442. doi:10.1037/a0022777.
   PubMed Web of Science ®Google Scholar
• Loyens SMM, Magda J, Rikers RMJP. Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educ Psychol Rev. 2008;20(4):411–427. doi:10.1007/s10648-008-9082-7.
   Web of Science ®Google Scholar
• Lindeman EC. The Meaning of Adult Education. Alpha Edition. 2020.
   Google Scholar
• Tough AM. Learning without a Teacher. Toronto: Ontario Institute for Studies in Education; 1967.
   Google Scholar
• Papp KK, Huang GC, Lauzon Clabo LM, et al. Milestones of critical thinking: a developmental model for medicine and nursing. Acad Med. 2014;89(5):715–720. doi:10.1097/ACM.0000000000000220.
   PubMed Web of Science ®Google Scholar
• Murad MH, Coto-Yglesias F, Varkey P, Prokop LJ, Murad AL. The effectiveness of self-directed learning in health professions education: a systematic review. Med Educ. 2010;44(11):1057–1068. doi:10.1111/j.1365-2923.2010.03750.x.
   PubMed Web of Science ®Google Scholar
• Horsley T, O’Neill J, McGowan J, Perrier L, Kane G, Campbell C. Interventions to improve question formulation in professional practice and self-directed learning. Cochrane Database Syst Rev. 2010;5:CD007335. doi:10.1002/14651858.CD007335.pub2.
   Google Scholar
• Huang GC, Gordon JA, Schwartzstein RM. Millennium conference 2005 on medical simulation: a summary report. Simul Healthc. 2007;2(2):88–95. doi:10.1097/SIH.0b013e318053e066.
   PubMedGoogle Scholar
• Huang G, Newman L, Anderson MB, Schwartzstein R. Conference proceedings and consensus statements of the millennium conference 2007: a collaborative approach to educational research. Teach Learn Med. 2010;22(1):50–55. doi:10.1080/10401330903446396.
   PubMedGoogle Scholar
• Huang GC, Newman LR, Tess AV, Schwartzstein RM. Teaching patient safety: conference proceedings and consensus statements of the Millennium Conference 2009. Teach Learn Med. 2011;23(2):172–178. doi:10.1080/10401334.2011.561757.
   PubMed Web of Science ®Google Scholar
• Huang GC, Newman LR, Schwartzstein RM. Critical thinking in health professions education: summary and consensus statements of the Millennium Conference 2011. Teach Learn Med. 2014;26(1):95–102. doi:10.1080/10401334.2013.857335.
   PubMed Web of Science ®Google Scholar
• Huang GC, Tibbles CD, Newman LR, Schwartzstein RM. Consensus of the Millennium Conference on teaching high value care. Teach Learn Med. 2016;28(1):97–104. doi:10.1080/10401334.2015.1077132.
   PubMed Web of Science ®Google Scholar
• Self-Directed Learning: Toward a Comprehensive Model - D. R. Garrison, 1997. https://journals.sagepub.com/doi/abs/10.1177/074171369704800103. Accessed June 16, 2020.
   Google Scholar
• Ponton MK, Carr PB. Understanding and promoting autonomy in self-directed learning. 12.
   Google Scholar
• Densen P. Challenges and opportunities facing medical education. Trans Am Clin Climatol Assoc. 2011;122:48–58.
   PubMedGoogle Scholar
• Laiteerapong N, Huang ES. The pace of change in medical practice and health policy: Collision or coexistence?J Gen Intern Med. 2015;30(6):848–852. doi:10.1007/s11606-015-3182-0.
   PubMed Web of Science ®Google Scholar
• Berlyne DE. A theory of human curiosity. Br J Psychol. 1954;45(3):180–191. doi:10.1111/j.2044-8295.1954.tb01243.x.
   PubMed Web of Science ®Google Scholar
• Dyche L, Epstein RM. Curiosity and medical education. Med Educ. 2011;45(7):663–668. doi:10.1111/j.1365-2923.2011.03944.x.
   PubMed Web of Science ®Google Scholar
• Pluck G, Johnson HL. Stimulating curiosity to enhance learning. GESJ Educ Sci Psychol. 2011;2(19):24–31. Tbilisi, Georgia: Georgian Technical University. http://gesj.internet-academy.org.ge/en/title_en.php?b_sec=edu. Accessed May 24, 2019.
   Google Scholar
• Norman G. On competence, curiosity and creativity. Adv Health Sci Educ Theory Pract. 2012;17(5):611–613. doi:10.1007/s10459-012-9416-6.
   PubMed Web of Science ®Google Scholar
• Karpen SC. The social psychology of biased self-assessment. Am J Pharm Educ. 2018;82(5):6299. doi:10.5688/ajpe6299.
   PubMed Web of Science ®Google Scholar
• Burson KA, Larrick RP, Klayman J. Skilled or unskilled, but still unaware of it: how perceptions of difficulty drive miscalibration in relative comparisons. J Pers Soc Psychol. 2006;90(1):60–77. doi:10.1037/0022-3514.90.1.60.
   PubMed Web of Science ®Google Scholar
• Alahdab F, Halvorsen AJ, Mandrekar JN, et al. How do we assess resilience and grit among internal medicine residents at the Mayo Clinic? A longitudinal validity study including correlations with medical knowledge, professionalism and clinical performance. BMJ Open. 2020;10(12):e040699. doi:10.1136/bmjopen-2020-040699.
   PubMed Web of Science ®Google Scholar
• Huber A, Strecker C, Kachel T, Höge T, Höfer S. Character strengths profiles in medical professionals and their impact on well-being. Front Psychol. 2020;11:566728. doi:10.3389/fpsyg.2020.566728.
   PubMed Web of Science ®Google Scholar
• Steenhof N, Woods NN, Van Gerven PWM, Mylopoulos M. Productive failure as an instructional approach to promote future learning. Adv Health Sci Educ Theory Pract. 2019;24:734–749. doi:10.1007/s10459-019-09895-4.
   Web of Science ®Google Scholar
• Halliday L, Walker A, Vig S, Hines J, Brecknell J. Grit and burnout in UK doctors: a cross-sectional study across specialties and stages of training. Postgrad Med J. 2017;93(1101):389–394. doi:10.1136/postgradmedj-2015-133919.
   PubMed Web of Science ®Google Scholar
• Bohle Carbonell K, Stalmeijer RE, Könings KD, Segers M, van Merriënboer JJG. How experts deal with novel situations: A review of adaptive expertise. Educ Res Rev. 2014;12:14–29. doi:10.1016/j.edurev.2014.03.001.
   Web of Science ®Google Scholar
• Mylopoulos M, Kulasegaram K, Woods NN. Developing the experts we need: fostering adaptive expertise through education. J Eval Clin Pract. 2018;24(3):674–677. doi:10.1111/jep.12905.
   PubMed Web of Science ®Google Scholar
• Gardner AK, Cavanaugh KJ, Willis RE, Dunkin BJ. Can better selection tools help us achieve our diversity goals in postgraduate medical education? Comparing use of USMLE Step 1 scores and situational judgment tests at 7 surgical residencies. Acad Med. 2020;95(5):751–757. doi:10.1097/ACM.0000000000003092.
   PubMed Web of Science ®Google Scholar
• Edmondson AC, Lei Z. Psychological safety: The history, renaissance, and future of an interpersonal construct. Annu Rev Organ Psychol Organ Behav. 2014;1(1):23–43. doi:10.1146/annurev-orgpsych-031413-091305.
   Google Scholar
• Schumacher DJ, Carraccio C, Englander R. One process, many names: learning and improvement as the core of physician practice. Acad Med. 2017;92(9):1357. doi:10.1097/ACM.0000000000001824.
   PubMedGoogle Scholar
• Lockspeiser TM, Li S-TT, Burke AE, et al. In pursuit of meaningful use of learning goals in residency: a qualitative study of pediatric residents. Acad Med. 2016;91(6):839–846. doi:10.1097/ACM.0000000000001015.
   PubMed Web of Science ®Google Scholar
• Bannister SL, Hanson JL, Maloney CG, Dudas RA. Practical framework for fostering a positive learning environment. Pediatrics. 2015;136(1):6–9. doi:10.1542/peds.2015-1314.
   PubMed Web of Science ®Google Scholar
• Kelly E, Richards JB. Medical education: giving feedback to doctors in training. BMJ. 2019;366:l4523. doi:10.1136/bmj.l4523.
   PubMedGoogle Scholar
• Badiyepeymaie JZ, Mosalanejad L, Rezaee R. The effect of web quest and team-based learning on students’ self-regulation. J Adv Med Educ Prof. 2016;4(2):80–87.
   PubMedGoogle Scholar
• Krupat E, Richards JB, Sullivan AM, Fleenor TJ, Schwartzstein RM. Assessing the effectiveness of case-based collaborative learning via randomized controlled trial. Acad Med. 2016;91(5):723–729. doi:10.1097/ACM.0000000000001004.
   PubMed Web of Science ®Google Scholar
• Fuks A, Boudreau JD, Cassell EJ. Teaching clinical thinking to first-year medical students. Med Teach. 2009;31(2):105–111. doi:10.1080/01421590802512979.
   PubMed Web of Science ®Google Scholar
• Kassirer JP. Teaching clinical reasoning: Case-based and coached. Acad Med. 2010;85(7):1118–1124. doi:10.1097/ACM.0b013e3181d5dd0d.
   PubMed Web of Science ®Google Scholar
• Lemmetty S, Collin K. Self-directed learning in creative activity: An ethnographic study in technology-based work. J Creat Behav. 2021;55(1):105–119. doi:10.1002/jocb.438.
   Web of Science ®Google Scholar
• Siminica M, Dumitru A. Self-directed learning in economic education. Social Science Research Network; 2013. https://papers.ssrn.com/abstract=2736597. Accessed June 16, 2020.
   Google Scholar
• Honomichl RD, Chen Z. The role of guidance in children’s discovery learning. Wiley Interdiscip Rev Cogn Sci. 2012;3(6):615–622. doi:10.1002/wcs.1199.
   PubMed Web of Science ®Google Scholar
• Boninger M, Troen P, Green E, et al. Implementation of a longitudinal mentored scholarly project: an approach at two medical schools. Acad Med. 2010;85(3):429–437. doi:10.1097/ACM.0b013e3181ccc96f.
   PubMed Web of Science ®Google Scholar
• Möller R, Shoshan M, Heikkilä K. What is the reward? Medical students’ learning and personal development during a research project course. Med Educ Online. 2015;20:28441. doi:10.3402/meo.v20.28441.
   PubMed Web of Science ®Google Scholar
• Green EP, Borkan JM, Pross SH, et al. Encouraging scholarship: medical school programs to promote student inquiry beyond the traditional medical curriculum. Acad Med. 2010;85(3):409–418. doi:10.1097/ACM.0b013e3181cd3e00.
   PubMed Web of Science ®Google Scholar
• Croskerry P. Adaptive expertise in medical decision making. Med Teach. 2018;40(8):803–808. doi:10.1080/0142159X.2018.1484898.
   PubMed Web of Science ®Google Scholar
• Jha V, Bekker HL, Duffy SR, Roberts TE. A systematic review of studies assessing and facilitating attitudes towards professionalism in medicine. Med Educ. 2007;41(8):822–829. doi:10.1111/j.1365-2923.2007.02804.x.
   PubMed Web of Science ®Google Scholar
• Beckers J, Dolmans D, Van Merriënboer J. e-Portfolios enhancing students’ self-directed learning: a systematic review of influencing factors. Australas J Educ Technol. 2016;32(2):32–46. doi:10.14742/ajet.2528.
   Web of Science ®Google Scholar
• van Schaik S, Plant J, O’Sullivan P. Promoting self-directed learning through portfolios in undergraduate medical education: the mentors’ perspective. Med Teach. 2013;35(2):139–144. doi:10.3109/0142159X.2012.733832.
   PubMed Web of Science ®Google Scholar
• Academics Assessment | Cleveland Clinic Lerner College of Medicine. Cleveland Clinic. https://my.clevelandclinic.org/lerner-college-medicine/academics/assessment. Accessed May 3, 2021.
   Google Scholar
• Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65(9 Suppl):S63–S67.
   PubMed Web of Science ®Google Scholar
• Dreyfus SE, Dreyfus HL. A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition: Defense Technical Information Center. 1980; doi:10.21236/ADA084551.
   Google Scholar
• Meyer EG, Chen HC, Uijtdehaage S, Durning SJ, Maggio LA. Scoping review of entrustable professional activities in undergraduate medical education. Acad Med. 2019;94(7):1040–1049. doi:10.1097/ACM.0000000000002735.
   PubMed Web of Science ®Google Scholar
• Monroe KS. The relationship between assessment methods and self-directed learning readiness in medical education. Int J Med Educ. 2016;7:75–80. doi:10.5116/ijme.56bd.b282.
   PubMed Web of Science ®Google Scholar
• Hatton N, Smith D. Reflection in teacher education: towards definition and implementation. Teach Teach Educ. 1995;11(1):33–49. doi:10.1016/0742-051X(94)00012-U.
   Web of Science ®Google Scholar
• Ash SL, Clayton PH. The articulated learning: an approach to guided reflection and assessment. Innov High Educ. 2004;29(2):137–154. doi:10.1023/B:IHIE.0000048795.84634.4a.
   Google Scholar