1. Self-directed Learning (SDL)
Saad Misfer, MD, PhD, MSc, FIDNpath, PDipMDpath
Assistant Professor of Pathology and Medical Education
Molecular Neuropathologist
Email: smaalqahtany@nu.edu.sa
WhatsApp and Telegram: +966553450666
2. Learning Objectives:
By end of this lecture, you are expected to:
• Define SDL
• Discuss importance and goals of SDL
• Recognize steps of SDL
• Compare SDL with topic to SDL without topic
3. SDL
• An efficient and effective learning tool for medical students
• An essential proficiency skill
4. Definition
“In its broadest meaning, SDL describes a process in which individuals
take the initiative, with or without the help of others, in diagnosing
their learning needs, formulating learning goals, identifying resources
for learning, choosing and implementing appropriate learning
strategies, and evaluating learning outcomes”
M. Knowles (1975)
5. SDL
• SDL can be considered as learning by oneself (auto-formation), as
opposed to learning through the actions of others (hetero-formation)
Carre (2011)
6. 3 main goals for SDL:
• To enhance the ability of learners to be self-determined in their
studies.
• To foster transformational learning.
• To promote emancipatory learning and social action as an integral
part of SDL.
Merriam, Caffarella and Baumgartner (2007)
7. Steps
Step 1: Assess readiness to learn: This step involves students
conducting a self-evaluation of their current situation, study habits,
family situation, and support network both at school and at home and
also involves evaluating past experiences with independent learning.
Step 2: Set learning goals
Step 3: Engage in the learning process
Step 4: Evaluate learning
8. SDL with topic vs. without topic
• SDL with topic steps:
• Previous knowledge or skills
• Learning resources
• Learning materials
• Learning process
• Learning evaluation: Ask your peer, teacher or instructor
9. SDL with topic vs. without topic
• SDL without topic:
• Define your learning defect
• Previous knowledge or skills
• Learning resources
• Learning materials
• Learning process
• Learning evaluation:
Ask your peer, teacher or instructor
Test yourself
10. References
• Piskurich, George M(1993) Self-Directed Learning: A Practical Guide
to Design, Development, and Implementation.
• Murad, M.H., Coto-Yglesias, F., Varkey, P., Prokop, L.J. and Murad, A.L.
(2010), The effectiveness of self-directed learning in health
professions education: a systematic review. Medical Education, 44:
1057-1068. https://doi.org/10.1111/j.1365-2923.2010.03750.x
