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Why self-directed learning is not learned and practiced in veterinary education
1Teaching and Learning Center at the University of the Sciences in Philadelphia, 600 S. 43rd St., Box 68, Philadelphia, PA 19104, USA. p.blumbe@usip.edu
Journal of Veterinary Medical Education
|November 2, 2005
Summary
Veterinary education often hinders self-directed learning. This article explores how problem-based learning (PBL) can foster self-directed learning in veterinary students.
Area of Science:
- Veterinary Medical Education
- Pedagogy in Higher Education
Background:
- Traditional veterinary curricula present barriers to self-directed learning.
- Self-directed learning is crucial for professional development in veterinary medicine.
Purpose of the Study:
- To identify impediments to self-directed learning in veterinary education.
- To propose strategies for promoting self-directed learning within existing veterinary programs.
- To evaluate the potential of problem-based learning (PBL) in fostering self-directed learning.
Main Methods:
- Literature review and analysis of current veterinary education structures.
- Discussion of pedagogical approaches to enhance student autonomy.
- Exploration of problem-based learning (PBL) principles and their application.
Main Results:
- Current veterinary education components, including curriculum and assessment, often impede self-directed learning.
- Problem-based learning (PBL) offers a promising framework for cultivating self-directed learning skills.
- Specific strategies can be integrated into traditional veterinary education to support learner autonomy.
Conclusions:
- Reforming veterinary education is necessary to overcome barriers to self-directed learning.
- Problem-based learning (PBL) is a viable pedagogical strategy to enhance self-directed learning in veterinary students.
- Fostering self-directed learning is essential for producing competent and adaptable veterinary professionals.
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