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

Sean Wilkes1, Lauren A Maggio2, Paolo C Martin1

  • 1Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA.

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|February 2, 2026
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Summary
This summary is machine-generated.

Self-directed learning (SDL) in health professions education reliably improves knowledge acquisition. However, its impact on clinical skills and behaviors is modest, highlighting the need for a standardized definition of SDL.

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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.