This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.

1. Self-Directed
Learning
ADLT 671, SPRING 2019
CLASS SESSION 4

2. WHAT IS SELF-DIRECTED LEARNING?
“A process in which individuals take the initiative,
with or without the help of others, to diagnose
their learning needs, formulate learning goals,
identify resources for learning, select and
implement learning strategies, and evaluate
learning outcomes.” (Knowles 1975)

3. Three definitions of SDL
A self-initiated process that stresses the ability of
individuals to plan and manage their own learning
An attribute or characteristic of learners with
personal autonomy as its hallmark
A way of organizing instruction in formal settings
that allows for greater learner control

4. Questions to Consider
 Are most adults self-directed learners?
 To what extent are your own learners
(students, residents) self-directed, and when
are they not?
 Do we become more self-directed as we age?
 What factors does self-directed learning
depend upon?

5. Readiness to Learn
 Adults are ready to learn when their life situation creates a
need to know
 Most learning experiences are highly situational and a
person can exhibit different learning behaviors in different
situations
 A learner can be confident and self-directed in one
situation but dependent and unsure in another
Examples from your experience?

6. Grow’s Stages of Learner Autonomy
Stage Student Teacher Examples
Stage 1 Dependent Authority, Coach Coaching with
immediate
feedback,
drill. Informational
lecture. Over-
coming deficiencies
and resistance.
Stage 2 Interested Motivator, Guide Inspiring lecture
plus guided
discussion.
Goal- setting and
learning strategies.

7. Grow’s Stages of Learner Autonomy
Stage Student Teacher Examples
Stage 3 Involved Facilitator Discussion
facilitated by teacher
who participates as
equal
Stage 4 Self-directed Consultant, Internship,
Delegator dissertation,
individual work or
self-directed study
group

8. Pratt’s Model of Readiness
to Learn (1988)
Need for
Direction
Need for
Support
Low
High
High
Learner needs
direction and
support for
learning; lacks
competence and
confidence
Learner needs
direction
(new task) but is
self-motivated and
doesn’t need a lot
of support
Stage 1
Dependent
Learners; need
support and direction
Stage 2
Interested but lack
competence; need
direction but not
much support
Learners who
have ability but
want reassurance
(may act like they
need direction,
but seek support).
Stage 3
Involved
Learners; want
support
True self-
directed
learners; can
provide their
own support and
direction
Stage 4
Self-directed
learners

9. What might your model of
readiness to learn look like with…
-residents – PGY 1-4 or 5
-medical students – M1-4
-graduate students – masters, PhD
-faculty – junior, mid-level, senior
What factors do you need to consider?

10. Struggling to Be Self-Directed:
Residents Paradoxical Beliefs
What stands out for you in this article as true in
your own experience?
In what way does your experience vary from the
article?
What quote, sentence, or paragraph captures
issues you face in working with learners in
professions education?

11. Why were residents struggling to
be self-directed? What underlies
these statements:
 “Residents who engaged in goal setting focused almost
exclusively on medical knowledge.”
 Residents made few comments about reflection on learning …
two residents said reflection was anxiety-provoking…it made
them aware of knowledge deficits.
 Several residents lamented a lack of protected time for
didactics, and did not seem to recognize clinical supervision
as teaching
 They worried aloud that the third year was their “last chance”
to learn all they needed to know

12. Given the paradoxes
residents expressed,
what can you do to
alter the experience of
SDL in residency?