Self Directed Learning

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

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Defination
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History
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Stages
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SDL in medical colleges
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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
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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
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WHY???
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How???
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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????

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Integrate basic and clinical disciplines
Students to meet patients early
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Small group teaching
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Problem base learning
 Problem –based-learning
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Have you been teaching your students using
this?????
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My answer-----NO
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Instructor --- problem
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Students identify what they need to learn
•
Students learn what they have identified
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Students then use the newly acquired
knowledge to solve the problem
 How???
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Optional strategies you might use for doing this:
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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
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They displayed a greater enthusiasm at the
start of the clinical rotation
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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
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They were more likely to spontaneously read
extra material or look up resources while in
the clinic, thus proactively enhancing their
own learning process.
THANKS FOR YOUR
PARTICIPATION