Self-Directed Learning in Health Professions Education: A Systematic Review and Meta-Analysis

Area of Science:

• Health Professions Education
• Medical Education Research
• Learning Sciences

Background:

• Self-directed learning (SDL) is a key educational approach in health professions education (HPE).
• Previous foundational work by Murad et al. (2010) established early evidence for SDL's effectiveness.
• An updated evaluation is needed to reflect current research and refine understanding of SDL's impact.

Purpose of the Study:

• To systematically review and meta-analyze the effectiveness of SDL in HPE.
• To examine SDL's impact on knowledge, clinical performance, and behavioral outcomes.
• To investigate how core SDL components influence educational outcomes.

Main Methods:

• Comprehensive search of major databases (CINAHL, Embase, Medline, PsycINFO, Web of Science) from 2009-2023.
• Inclusion of 125 comparative studies evaluating SDL interventions, with 48 eligible for meta-analysis (74 effect sizes).
• Three-level random-effects meta-analysis and moderator analyses considering profession, outcome type, SDL modality, and facilitator role.

Main Results:

• A small-to-moderate overall effect of SDL was found (Cohen's d = 0.34), with significant heterogeneity.
• SDL as an intervention demonstrated larger positive effects compared to other approaches.
• Most studies focused on knowledge/skills (Kirkpatrick Level 2), with limited reporting on behavioral (Level 3) or patient/system outcomes (Level 4).

Conclusions:

• SDL consistently enhances knowledge acquisition in health professions students.
• The effectiveness of SDL for improving clinical skills and behaviors appears modest.
• Variability in SDL definition and reporting necessitates a consensus definition for future research and practice.