Self Directed Learning DR ANUJA BHARGAVA ASSISTANT PROFESSOR DEPARTMENT OF OTORHIONLARYNGOLOGY ERAS’ LUCKNOW MEDICAL COLLEGE LUCKNOW

Learning objectives Defination History Stages SDL in medical colleges Achievment

“The hardest thing to get into the mind of the beginner is that the education upon which he is engaged is... a life course, for which the work of a few years under teachers is a preparation.”

Defination In 1975, Malcolm Knowles defined self- directed learning as a “process in which individuals take initiative, with or without the help of others, in diagnosing their own learning needs, formulating goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes.”

History:SDL :The Houle Connection:

Cyril Houle’s key role in thedevelopment of self-directed learning as an area of research. He didthis in two ways: (a) through the publication of his classic work, The Inquiring Mind and (b) through the influence of two of his doctoralgraduates: Allen Tough and Malcolm Knowles.

Three years later, Knowles’ (1975) own book, Self-Directed Learning: A Guide for Teachers and Learners, was published.

Allen tough /Malcolm Knowles

Stages:SDL

SDL in Medical Colleges WHY??? How??? What we will achieve???

Why??? Knowledge that medical students acquire at school may become obsolete when they join for medical practice. Medical students are likely to work in different contexts during their professional career. Doctors thus need to keep learning and engaging in continuing education.

The field of medical education has witnessed a change in a student’s role from passive to active learner this moved the centre of gravity away from the teacher and closer to the student

Advantages Learn more things and learn better than people who sit at the feet of teachers passively waiting to be taught. More in tune with our natural processes of psychological development; an essential aspect of maturing is developing the ability to take increasing responsibility of our own lives to become increasingly self-directed. Many of the new developments in education put a heavy responsibility on the learners to take a good deal of initiative in their own learning

Teacher Facilitator Concept should change from that of 'teacher' to that of 'facilitator of learning', 'motivator' and 'designer of the learning situation‘ and sometimes join the students honestly as a continuing co-learner

How???? Integrate basic and clinical disciplines Students to meet patients early Small group teaching Problem base learning

Problem –based-learning Have you been teaching your students using this????? My answer-----NO Instructor --- problem Students identify what they need to learn

Students learn what they have identified Students then use the newly acquired knowledge to solve the problem

How??? Optional strategies you might use for doing this: Ask the students individually (preferably, before classes start) to study a topic on their own coming to you only when they want help. You could team the students up into small groups and ask them to pursue the topic independently as teams, coming to you only when they need help. You could involve all of a given group of students to pursue the specified subject coming to you only when they need help and having them analyze their experience.

Achievement They displayed a greater enthusiasm at the start of the clinical rotation were often quick to inform their preceptors of the type of cases that they had or had not seen within the clinic, Identifying learning issues and learning needs more efficiently and effectively..

They asked more questions They were more likely to spontaneously read extra material or look up resources while in the clinic, thus proactively enhancing their own learning process.

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