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Related Concept Videos

Longitudinal Research02:20

Longitudinal Research

Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
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Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Obedience01:08

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Related Experiment Video

Updated: May 7, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Does medical training promote or deter self-directed learning? A longitudinal mixed-methods study.

Kalyani Premkumar1, Punam Pahwa, Ankona Banerjee

  • 1Dr. Premkumar is curriculum consultant and faculty development specialist, and associate professor, Department of Community Health and Epidemiology, College of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. Dr. Pahwa is professor, Department of Community Health and Epidemiology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. Ms. Banerjee was a third-year master's student, Department of Community Health and Epidemiology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada, at the time this article was written. Dr. Baptiste was a fourth-year medical student, College of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada, at the time this article was written. Mr. Bhatt is biostatistician, University of Alberta, Edmonton, Alberta, Canada. When this article was written, he was biostatistician, Department of Community Health and Epidemiology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. Dr. Lim is professor, Department of Community Health and Epidemiology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|September 28, 2013
PubMed
Summary
This summary is machine-generated.

Medical students show high initial self-directed learning readiness, but scores drop significantly after the first year. Educational interventions may need reevaluation to better foster self-directed learning (SDL) throughout medical training.

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Last Updated: May 7, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Learning Sciences
  • Curriculum Development

Background:

  • The University of Saskatchewan School of Medicine emphasizes self-direction as a core learning philosophy.
  • Understanding changes in self-directed learning (SDL) readiness is crucial for curriculum assessment.

Purpose of the Study:

  • To assess the changes in self-directed learning readiness among medical students throughout their training.
  • To identify factors influencing SDL readiness within the medical curriculum.

Main Methods:

  • Administered Guglielmino's SDL Readiness Scale (SDLRS) to 375 students across five cohorts (2006-2010).
  • Analyzed SDLRS scores using repeated-measurement analysis and conducted focus groups/interviews for qualitative insights.
  • Tracked 275 students longitudinally through their medical education.

Main Results:

  • Initial SDLRS scores were high (mean 230.6), exceeding the average adult population.
  • A significant drop in SDLRS scores occurred at the end of the first year (P < .001).
  • No significant changes in SDLRS scores were observed in subsequent years; older students exhibited higher SDL readiness.

Conclusions:

  • While initial SDL readiness is high, the decline after year one suggests current educational interventions may not effectively sustain or promote SDL.
  • Reevaluation of curriculum and educational strategies is recommended to enhance self-directed learning throughout medical school.
  • Comparative analysis with different curricular approaches could illuminate effective strategies for fostering SDL.