Exploration of a Collaborative Self-Directed Learning Model in Medical Education

Abstract

Purpose: One of the aims of medical education is to generate lifelong learners, leading to the identification of self-directed learning (SDL) as an essential component of medical education. While SDL is focused on an individual learner, collaboration is critically important in medicine. We developed an online course using the collaborative SDL (CSDL) framework. A goal for the course was for students to gain a better appreciation for the SDL process by exploring the COVID-19 pandemic.

Methods: We utilized CSDL to implement a 2-week elective attended by fifteen M3 and M4 medical students. Students submitted short videos reflecting on their course experience and the relevance of the material to their future training. Qualitative analysis of reflections was conducted to determine the effectiveness of the CSDL framework, and an assessment of the course evaluations was performed to explore student perceptions of the course and its effectiveness at preparing them for practice. A survey regarding student perceptions of SDL was offered to M3 and M4 students in order to explore their experiences with SDL and perceptions of its importance in the context of the school curriculum.

Results: The CSDL framework was effective in making students aware of the importance of SDL in medical practice. Students gained basic and clinical knowledge about the subject, experienced increased confidence, and appreciated collaborating with their peers. The survey offered to the general student body reflected that all students perceived that they employed SDL in their time as medical students. However, many students indicated that they had not utilized components of SDL beyond synthesizing and assessing their learning needs.

Conclusion: CSDL is an effective method for promoting self-directed learning. Undergraduate medical course constructs utilizing CSDL will benefit students as they continue their career development.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-021-01493-7.

Keywords: COVID-19; Collaborative self-directed learning; Online; Self-directed learning.

Fig. 1

Outline for the course structure. The sequence of events for overall self-directed learning delivery and the general format of the educational sessions are outlined. The sequence of events occurred in 2 weeks. Week 1: Day 1 includes the presentation of the course syllabus and course design, the self-directed learning training, and the assigned teams and general course assignments. Day 2 includes a faculty-led journal club. Days 2 through 7 include the team-independent time to set goals and plan learning objectives and to prepare a PowerPoint presentation. In day 4, students received feedback from faculty members about their work. Week 2: In days 5 through 7, the team presented their work to peers and faculty members and feedback was provided by both faculty members and peers. Day 8 includes a faculty-led journal club and time for students to address the feedback provided the days before. Day 9 includes a video-recording reflection, submission of final presentation, and survey for course evaluation

Fig. 2

Thirty-four students were asked to indicate what components of SDL they had utilized. From top to bottom, the figure shows that 100% of the students identify and synthesize information relevant to their learning, 79% of the students reported determining the credibility of sources, 73% indicated reporting information to others, 44% reported receiving feedback on information seeking skills, and 62% indicated incorporating and improving information-seeking skills based on feedback received