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CHAROKAR, KAILASH, DULLOO, PUJA. (1401). Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner. سامانه مدیریت نشریات علمی, 10(3), 135-144. doi: 10.30476/jamp.2022.94833.1609
KAILASH CHAROKAR; PUJA DULLOO. "Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner". سامانه مدیریت نشریات علمی, 10, 3, 1401, 135-144. doi: 10.30476/jamp.2022.94833.1609
CHAROKAR, KAILASH, DULLOO, PUJA. (1401). 'Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner', سامانه مدیریت نشریات علمی, 10(3), pp. 135-144. doi: 10.30476/jamp.2022.94833.1609
CHAROKAR, KAILASH, DULLOO, PUJA. Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner. سامانه مدیریت نشریات علمی, 1401; 10(3): 135-144. doi: 10.30476/jamp.2022.94833.1609

Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner

Journal of Advances in Medical Education & Professionalism
دوره 10، شماره 3، مهر 2022، صفحه 135-144    اصل مقاله (812.02 K)
نوع مقاله: Review article
شناسه دیجیتال (DOI): 10.30476/jamp.2022.94833.1609
نویسندگان
KAILASH CHAROKAR* 1؛ PUJA DULLOO2
1Department of General Surgery and Medical Education Unit, People’s College of Medical Sciences & Research Center, Bhopal, Madhya Pradesh, India
2Department of Physiology, Faculty NMC Nodal Center, Pramukhswami Medical College, Bhaikaka University, Karamsad, Gujarat, India
چکیده
The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fastgrowing medical field. The present Competency-Based Medical Curriculum for medical undergraduates in India emphasizes acquisition of a set of competencies for self-directed learning (SDL) through an explicit approach and dedicated teaching hours in the disciplines which gives the opportunity to develop skills for developing lifelong learners. Self-directed learning cuts across all domains of learning and has a significant potential in shaping transformational learning experiences. The concepts of SDL are based on adult learning principles and experiential learning
fostering skills for lifelong learning. In view of the paradigm changes in the new curriculum, it is imperative to understand the basic concepts and the methods for effective practice of SDL in the new curriculum. Faculty development for SDL, ensuring the availability of resources, harnessing the power of information technology, and integrating cognitive and affective assessment strategies enhance the effectiveness of SDL. We revisited the literature, and critically summarize our views on the theory-topractice concepts of self-directed learning. The article discusses the basic concept of SDL, implementation strategies, and evaluation of self-directed learning.
کلیدواژه‌ها
Self-directed learning؛ Competency-based education؛ Curriculum؛ Assessment؛ Medical students
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