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Relationship Between Inspirational Teaching and Self-Directed Learning in Health Professions Students-A Mixed-Method
Allan Pau1, Jun Ai Chong1, Sangeetha Shyam2
1School of Dentistry, IMU University Main Campus, Kuala Lumpur, Malaysia.
Summary
Inspirational teaching (IPT) motivates self-directed learning (SDL) in health professions students. Teachers foster SDL through reflection, feedback, and role modeling, enhancing lifelong learning skills.
Area of Science:
- Health Professions Education
- Medical Education Research
- Pedagogy
Background:
- Self-directed learning (SDL) is crucial for developing lifelong learners.
- Inspirational teaching (IPT) is hypothesized to foster independent SDL.
- Understanding the IPT-SDL relationship is vital for optimizing health professions education.
Purpose of the Study:
- To quantitatively investigate the relationship between inspirational teaching and self-directed learning among final-year health professions students.
- To qualitatively explore students' experiences with inspirational teaching and their perceptions of self-directed learning.
Main Methods:
- A mixed-methods approach was employed, combining quantitative questionnaires and qualitative focus group discussions.
- Final-year students from medicine, dentistry, pharmacy, and dietetics/nutrition programs participated.
- Data analysis included correlational analysis and thematic analysis of qualitative feedback.
Main Results:
- A moderate positive correlation (r=0.46, p=0.001) was found between inspirational teaching and self-directed learning scores.
- No significant differences in IPT and SDL scores were observed based on sex or academic program.
- Qualitative findings indicated that students' perceptions of learning needs, learning environment, and teacher roles (reflection, feedback, role modeling) influenced SDL.
Conclusions:
- Inspirational teaching is positively associated with self-directed learning in health professions students.
- Teachers can inspire SDL through effective reflection, feedback, and by serving as role models.
- Students' perception of learning needs and engagement in activities like patient contact and problem-solving significantly influence self-directed learning.
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