Exploration of a Collaborative Self-Directed Learning Model in Medical Education.

Area of Science:

• Medical Education
• Collaborative Learning
• Self-Directed Learning

Background:

• Self-directed learning (SDL) is crucial for lifelong learning in medicine.
• Collaboration is vital in medical practice, necessitating a blend with individual learning.
• The COVID-19 pandemic provided a relevant context for exploring learning processes.

Purpose of the Study:

• To develop and evaluate an online course using the collaborative self-directed learning (CSDL) framework.
• To enhance medical students' appreciation for the SDL process.
• To explore the relevance of CSDL in the context of the COVID-19 pandemic.

Main Methods:

• A 2-week elective course was implemented using the CSDL framework for M3 and M4 medical students.
• Qualitative analysis of student reflection videos assessed CSDL framework effectiveness.
• Course evaluations and surveys explored student perceptions of SDL and CSDL.

Main Results:

• The CSDL framework successfully increased student awareness of SDL's importance in medical practice.
• Students reported gains in knowledge, confidence, and appreciation for peer collaboration.
• While students recognized using SDL, many had not applied components beyond assessing learning needs.

Conclusions:

• CSDL is an effective pedagogical method for fostering self-directed learning skills in medical education.
• Integrating CSDL into undergraduate medical curricula benefits students' professional development and career progression.