Presented by Dr Khan Amir Maroof and Dr Hemangini Shah during the IAPSM Preconference workshop online on 16th March 2021. Program convener: Dr Pankaj Shah.

1. IAPSMCON 2021: Pre Conference CME
Self Directed Learning

2. IAPSMCON 2021
Pre Conference CME: Facilitators
Dr.(Mrs) Hemangini K. Shah
MD, DHA, Certified Ergonomist
GSMCH FAIMER Fellow, ACME 2019 B
Assistant Professor, Dept of P.S.M
Member AHPE,IPHA,IAPSM,APCRI,IMA
Member Secretary, MEU
Goa Medical College Date: 16/03/2021
Dr. Amir Maroof Khan
Professor, Community Medicine,
Coordinator, Medical Education Unit
UCMS and GTB Hospital, Delhi

3. *Define SDL
*Relevance of SDL
*Characteristics of students and role of the teacher
* Know the components of SDL
*Evaluation/Assessment
*Blueprinting for SDL
3/22/2018

4. • widely reported in adult education. Knowles (1975)
A process in which
* individuals take the initiative
* with or without the help from others
* in diagnosing their learning needs
* formulating goals
* identifying human and material resources
* choosing and implementing appropriate learning strategies
* & evaluating learning outcomes.

5. • As educators, we are now challenged to prepare our
students for a future we cannot even predict.
• If we do not prepare our students to be self-directed, lifelong
learners, we are doing them a grave disservice
• (Abeles, 2010; UNESCO, 2009; Guglielmino, 1978, 2008;
Knowles, 1975).

6. Need of SDL for a medical student

7. Life long learner
Demonstrate Ability to….
* perform an objective self assessment of knowledge and skills to the
care of the patients
* apply newly gained knowledge and skills to the care of the patients
* search and critically evaluate medical literature
* introspect and utilize experience for personal and
professional growth and learning

8. GMER: Community Medicine
Year of the
Course
Theory
(hrs)
SGT/Tutorials/
Integrated / learning/
Practical
(hrs)
Self-Directed
Learning
(hrs)
Clinical Postings
(hrs)
Total
(hrs)
First
Professional Year
20 27 5 - 52
Second
Professional Year
20 30 10
60 -
[15 hrs / week * 4] 120
Third
Professional Year
40 60 5
108
[18 hrs / week *6] 213
Total 80 117 20 168 385
Internship 2 months

9. 1. The educator as a facilitator
2. Identification of learning needs
3. Development of learning objectives
4. Identification of appropriate resources
5. Implementation of process
6. Commitment to a learning contract
7. Evaluation of learning process
Components of SDL

10. Staged Self-Directed Learning (SSDL) model
(Grow, 1991)
Stage Student Teacher
Stage 1 Dependent Authority, coach
Stage 2 Interested Motivator, guide
Stage 3 Involved Facilitator
Stage 4 Self-directed Consultant,
delegator

11. SDL (Knowles)
Learners
• Diagnose learning needs and formulate learning goals
• Identify human and material resources for learning
• Choose and implement appropriate learning strategies
• Evaluate learning outcome

12. Learner characteristics for SDL
• Motivation (entering the task) is the key to self-directed
learning.
• Self monitoring (responsibility)
• Self-management (control)

13. Role of Faculty
• Organizer: Initiator of the whole process
• Builder: Safe, cooperative learning environment
• Facilitator : Will facilitate the whole process
• Motivator: Not to loose interest and deviate from goal
• Mentor: Timely feedback help student to progress
• Assessor: Has goal been achieved ?

14. •Myth 1: SDL is an all or nothing concept.
•Myth 2: SDL implies learning in isolation.
•Myth 3: SDL is just another adult education fad.
•Myth 4: SDL is not worth the time required to make it work.
•Myth 5: SDL activities are limited primarily to reading and writing.
•Myth 6: Facilitating SDL is an easy way out for teachers.
•Myth 7: SDL will erode the quality of institutional programs.
•Myth 8: SDL is the best approach for adults.
Brockett and Hiemstra (1991)

15. Our Task
Goals
–Prioritize learning needs/wants
–Set appropriate goals
Resources
–Awareness of available resources (facilities, equipment, materials,
people)
–Ability to find, choose & evaluate potential resources
Activities & strategies
–Awareness of potential strategies
–Ability to choose goal-appropriate activities/strategies

17. SDL-TL STRATEGIES
• Problem Based Learning
• Case Based Learning
• Student led CME
• Experiential learning
• Portfolio
• Log Book
• Reflection

18. for developing
strategies
• Tasks that foster collaboration, teamwork, and shared
responsibility
• Encourage students to network and communicate with their
colleagues in order to exchange ideas and perspectives
• Implement and support a culture of feedback.
• Help to reflect (self and with others) continuously on
progress.

19. Self Directed Learning
• Safe environment (socially and professionally).
• Structured (students can find their way around).
• Paced appropriately (Teaching needs to be for students'
level of experience).
• Detailed feedback: need to follow all Learning experiences

20. Evaluation of SDL FOR SELF
• MCQs
• Quiz
• Cross-word
• Writing reflections
• Peer assessment/observation

21. Assessment in SDL
• Formative assessment
• Evaluation of reports in logbooks.
• Assessment of case write-ups.
• Discussion of reflective reports
• Exam wrappers

22. Matrix for Assessment
Criteria Numerical score/Grade
Initiative
Critical thinking
Communication
Resources: finding and sharing
Team work: responsibilities and respect for others
Peer evaluation
Self evaluation
Overall involvement
Written examination/viva voce (marks)
Create your
own matrix

23. Plan for SDL
• Students’ thought/ experience
• Discussion on objectives and strategies
• Selection of teaching learning resources
• Teaching learning activities
• Evaluation: facilitators, self. peers

24. Challenges: Students feedback
Learning
experience
“I probably grasped less compared to text book learning”
“We could have used this time to study other subjects at home”
“Right now I feel the topic was given more time than it simply needed”
“Teachers should have taught us more”
“Could have been more informative through lectures”
“Consumed a lot of time and time was simply wasted”
“ No written notes, can’t revise”
“The learning was not text book based”
“It was more of a casual learning process”
“Teacher should have taught something.”

25. YEAR of the
course
SDL
(Hrs)
No of
Sessions
Topics Place in
Time Table
(Month)
FIRST
Prof Year
5
SECOND
Prof Year
10
THIRD
Prof Year
5
TOTAL 20
Blue Printing

26. Implementing SDL – a sample template
Year of the
Course
Self-
Directed
Learning
(hrs)
No. of
sessions
Topics
Place in Timetable
[ month]
First Professional Year 5
3
(1+2+2)
1/ 2
topic.
3 consecutive week
Nov
Second Professional
Year 10 5 1/5
topic
5 consecutive week
Feb
Third Professional
Year 5 2 1/2
topic
2 consecutive week
Feb
Total 20
Internship 2 months

27. Blueprinting for SDL
• Competency no:
• Learning objectives:
• T/L method:
• Assessment method:
• Peer assessment method:
• Feedback:
• Assessment matrix:

28. SDL: Template

29. SDL template