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A 10-Step Process to Align Problem-Based Learning With Accreditation Expectations for Self-Directed and Lifelong

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This study presents a 10-step process for developing problem-based learning (PBL) sessions to enhance self-directed and lifelong learning (SDLL) skills in medical education. This streamlined approach helps meet accreditation requirements for SDLL competencies.

Keywords:
Problem-based learningaccreditationlearning strategieslifelong learningself-directed learning

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Accreditation Standards

Background:

  • Self-directed and lifelong learning (SDLL) skills are crucial for medical professionals throughout their careers.
  • Accreditation bodies, such as the LCME, mandate the development of SDLL skills in undergraduate and graduate medical education (UME and GME).
  • Problem-based learning (PBL) is an active learning pedagogy well-suited for fostering SDLL skills.

Purpose of the Study:

  • To streamline the development, delivery, and evaluation of PBL sessions.
  • To align PBL design with accreditation requirements for SDLL.
  • To provide a structured, 10-step process for implementing SDLL-focused PBL.

Main Methods:

  • A 10-step design and implementation process for PBL is detailed.
  • The process begins with defining learning objectives and PBL case content.
  • It explicitly addresses SDLL components, accreditation needs, implementation, feedback, assessment, and evaluation.

Main Results:

  • The described 10-step process integrates SDLL skill development within PBL.
  • The methodology ensures alignment with accreditation standards for medical education.
  • The process is designed to be feasible and transferable across different medical schools.

Conclusions:

  • The 10-step process facilitates the acquisition of essential SDLL skills in medical students.
  • Implementing this process helps medical schools meet accreditation mandates for SDLL.
  • This structured approach supports the continuous professional development of physicians by instilling early SDLL competencies.