Self-directed learning and the student learning experience in undergraduate clinical science programs: a scoping...

Area of Science:

• Medical Education
• Health Sciences
• Pedagogy

Background:

• Health professional organizations advocate for self-directed learning (SDL).
• Evolving healthcare necessitates lifelong learning skills in tertiary education.
• Undergraduate clinical science programs increasingly incorporate SDL.

Purpose of the Study:

• To explore factors enhancing the student learning experience in undergraduate clinical science programs utilizing SDL.
• To identify key drivers for effective SDL implementation in clinical science education.

Main Methods:

• Scoping review guided by Joanna Briggs Institute methodology.
• Searched MEDLINE, Embase, Emcare, Scopus, and ERIC databases (April 2022, re-run August 2023).
• Screened 2209 articles; 19 met inclusion criteria after full-text review and quality assessment.

Main Results:

• Five key factors identified: curricular elements, educator influence, peer impact, environment, and clinical placement experiences.
• These factors significantly influence student learning in SDL contexts.
• Curricular and environmental factors are crucial for improving SDL experiences.

Conclusions:

• Multiple factors, including curriculum, educators, peers, environment, and clinical placements, enhance SDL in clinical science programs.
• Effective implementation of SDL strategies requires a comprehensive understanding of these influencing factors.
• Findings support educators in optimizing SDL within clinical science curricula for improved student outcomes.