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Implementation of self-directed learning within clinical clerkships.

Navina Röcker1, Christian Lottspeich1, Leah T Braun1,2

  • 1Klinikum der Universität München, Medizinische Klinik und Poliklinik IV, Munich, Germany.

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|March 25, 2021
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Medical students identified key learning objectives for clinical clerkships, but subjective goal achievement decreased over time. Enhancing practical exercises and staff engagement can improve learning outcomes.

Keywords:
clinical clerkshipcurricular developmentlearning objectiveself-directed learningundergraduate medical education

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Competency-Based Learning

Background:

  • Medical curricula aim to prepare students for clinical practice.
  • Clinical clerkships are crucial for bridging knowledge gaps.
  • Self-directed learning (SDL) is underutilized in medical education.

Purpose of the Study:

  • To assess the learning needs of medical students during clinical clerkships.
  • To evaluate the feasibility of implementing self-directed learning (SDL) in clerkships.
  • To identify factors influencing the fulfillment of student-defined learning objectives.

Main Methods:

  • A needs assessment study involving 1446 medical students at LMU Munich.
  • Students defined SMART learning objectives (LOs) and predicted their fulfillment.
  • Subjective LO fulfillment was assessed post-clerkship; data linked to NKLM and analyzed qualitatively.

Main Results:

  • Top LOs included practical abilities (29%), diagnostic methods (21%), and communication (13%).
  • Subjective fulfillment of LOs decreased during the clerkship week.
  • Access to practical exercise, staff engagement, and personal initiative enhanced fulfillment.

Conclusions:

  • Student-identified LOs highlight critical needs for clinical teachers.
  • Addressing these needs can bridge practical training gaps.
  • Curricularly integrated SDL in clerkships warrants further investigation for improved learning progress.