ERA-selfdirected_learning-16-12-14.ppt
- 1. Self Directed Learning DR ANUJA BHARGAVA ASSISTANT PROFESSOR DEPARTMENT OF OTORHIONLARYNGOLOGY ERAS’ LUCKNOW MEDICAL COLLEGE LUCKNOW
- 2. Learning objectives • Defination • History • Stages • SDL in medical colleges • Achievment
- 3. • “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.”
- 4. Defination • 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.”
- 5. History:SDL :The Houle Connection:
- 6. • 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.
- 7. • Three years later, Knowles’ (1975) own book, Self-Directed Learning: A Guide for Teachers and Learners, was published.
- 8. Allen tough /Malcolm Knowles
- 9. Stages:SDL
- 10. SDL in Medical Colleges • WHY??? • How??? • What we will achieve???
- 11. 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.
- 12. • 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
- 13. 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
- 14. 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
- 15. How???? • Integrate basic and clinical disciplines Students to meet patients early • Small group teaching • Problem base learning
- 16. Problem –based-learning • Have you been teaching your students using this????? • My answer-----NO • Instructor --- problem • Students identify what they need to learn
- 17. • Students learn what they have identified • Students then use the newly acquired knowledge to solve the problem
- 18. How??? • Optional strategies you might use for doing this: • 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
- 19. Achievement • They displayed a greater enthusiasm at the start of the clinical rotation • 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. • .
- 20. • They asked more questions • They were more likely to spontaneously read extra material or look up resources while in the clinic, thus proactively enhancing their own learning process.