Perception of Pediatric Resident Physicians on Self-Directed Learning: A Multi-institutional Survey

Area of Science:

• Medical Education
• Pediatric Residency Training

Background:

• Self-directed learning (SDL) is crucial for lifelong learning in medicine.
• Pediatric postgraduate trainees require effective learning strategies to meet evolving healthcare demands.

Purpose of the Study:

• To evaluate the opportunities and limitations of self-directed learning (SDL) among pediatric postgraduate trainees.
• To assess trainees' readiness, current practices, and barriers to SDL.

Main Methods:

• A semi-structured, anonymized questionnaire was used to gather data from pediatric postgraduate trainees.
• Likert scale ratings assessed SDL components, thematic analysis explored qualitative responses, and focus groups identified barriers and enablers.

Main Results:

• Trainees reported moderate readiness in identifying learning needs and goals, but lower scores in strategy implementation and outcome evaluation.
• Online resources were widely used (95%), peer-assisted learning was common (64.5%), and simulation/hands-on experience dominated skill training (97%).
• Lack of time was the most significant limitation, reported by 75% of trainees.

Conclusions:

• Self-directed learning (SDL) practice is not yet widespread among pediatric postgraduate trainees.
• Addressing time constraints and enhancing support structures are essential for promoting SDL in this cohort.