Faculty Support for Self-Directed Learning in Internal Medicine Residency: A Qualitative Study Using Grounded Theory

Area of Science:

• Medical Education
• Residency Training
• Internal Medicine

Background:

• Self-directed learning (SDL) is a crucial component of residency training.
• Residents often seek guidance on effectively implementing SDL within clinical environments.

Purpose of the Study:

• To explore residents' perceptions of faculty roles in promoting and supporting self-directed learning.
• To characterize the nature of self-directed learning within the clinical context of residency training.

Main Methods:

• A constructivist grounded theory approach was employed.
• Seven focus groups were conducted with 46 internal medicine residents.
• Data analysis involved open coding, analytic memo writing, and constant comparison.

Main Results:

• Faculty guidance is essential for facilitating resident SDL at all stages.
• Residents perceive a distinction and interplay between self-directed learning (SDL) and other-directed learning (ODL).
• Three faculty archetypes for supporting resident SDL were identified: directed, collaborative, and role model, each with unique benefits and challenges.

Conclusions:

• External guidance significantly enhances resident self-directed learning.
• Faculty can adopt varied approaches to effectively support resident SDL in clinical settings.